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PR-6170RUK Science A STEM Approach - Primary 1

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Infant Classes<br />

AGES 4–6<br />

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6170IR 152/8


<strong>Science</strong>: A <strong>STEM</strong> <strong>Approach</strong> (Infants)<br />

Published by Prim-Ed Publishing 2018<br />

Copyright © R.I.C. Publications ® 2017<br />

ISBN 978-1-912760-14-5<br />

<strong>PR</strong>–6170IR<br />

Titles in this series:<br />

<strong>Science</strong>: A <strong>STEM</strong> <strong>Approach</strong> (Infants)<br />

<strong>Science</strong>: A <strong>STEM</strong> <strong>Approach</strong> (1st Class)<br />

<strong>Science</strong>: A <strong>STEM</strong> <strong>Approach</strong> (2nd Class)<br />

<strong>Science</strong>: A <strong>STEM</strong> <strong>Approach</strong> (3rd Class)<br />

<strong>Science</strong>: A <strong>STEM</strong> <strong>Approach</strong> (4th Class)<br />

<strong>Science</strong>: A <strong>STEM</strong> <strong>Approach</strong> (5th Class)<br />

<strong>Science</strong>: A <strong>STEM</strong> <strong>Approach</strong> (6th Class)<br />

This master may only be reproduced by the<br />

original purchaser for use with their class(es). The<br />

publisher prohibits the loaning or onselling of this<br />

master for the purposes of reproduction.<br />

Copyright Notice<br />

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Foreword<br />

<strong>Science</strong>: A <strong>STEM</strong> <strong>Approach</strong> (Infants to 6th Class) is a series of copymasters written to support the science<br />

curriculum, while offering a way to introduce a <strong>STEM</strong> Project based on the concepts taught.<br />

Each book is divided into sections on Living Things, Energy and Forces, Materials, and Earth and the<br />

Environment. Linkage between the sections is present, where relevant. The last section, Earth and the<br />

Environment, recognises the close integration between the science curriculum and the geography<br />

curriculum. Content for this section in particular adheres to the SESE principle that "much learning in<br />

science, geography and history will take place through the integrated themes or topics that teachers<br />

use to organise their work" (<strong>Primary</strong> <strong>Science</strong> Curriculum, Introduction, page 9).<br />

The <strong>STEM</strong> Project at the end of each section also develops this integrated, cross-curricular approach,<br />

drawing on skills and understanding from other curricular areas (such as geography, mathematics,<br />

SPHE and visual arts).<br />

Introduction ............................................................ iv<br />

Unit Description ................................................. iv–vi<br />

Living Things:<br />

Living Things have Needs.............................. 1–36<br />

Overview ......................................................... 2–3<br />

Lesson 1 .......................................................... 4–7<br />

Lesson 2 ........................................................ 8–11<br />

Lesson 3 ..................................................... 12–15<br />

Lesson 4 ..................................................... 16–19<br />

Lesson 5 ..................................................... 20–21<br />

Lesson 6 ..................................................... 22–25<br />

Assessment ................................................ 26–28<br />

<strong>STEM</strong> Project ............................................. 29–36<br />

Energy and Forces:<br />

How Things Move ....................................... 37–70<br />

Overview .................................................... 38–39<br />

Lesson 1 ..................................................... 40–43<br />

Lesson 2 ..................................................... 44–47<br />

Lesson 3 ..................................................... 48–51<br />

Lesson 4 ..................................................... 52–55<br />

Lesson 5 ..................................................... 56–57<br />

Lesson 6 ..................................................... 58–59<br />

Assessment ................................................ 60–62<br />

<strong>STEM</strong> Project ............................................. 63–70<br />

Contents<br />

Materials:<br />

Materials have Properties ........................ 71–106<br />

Overview .................................................... 72–73<br />

Lesson 1 ..................................................... 74–77<br />

Lesson 2 ..................................................... 78–81<br />

Lesson 3 ..................................................... 82–83<br />

Lesson 4 ................................................... 84–121<br />

Lesson 5 ..................................................... 88–91<br />

Lesson 6 ..................................................... 92–93<br />

Assessment ................................................ 94–96<br />

<strong>STEM</strong> Project ........................................... 97–106<br />

Earth and the Environment:<br />

Daily and Seasonal Changes ................ 107–146<br />

Viewing sample<br />

Overview ................................................ 108–109<br />

Lesson 1 ..................................................110–113<br />

Lesson 2 ..................................................114–117<br />

Lesson 3 ................................................. 118–121<br />

Lesson 4 ................................................... 46–125<br />

Lesson 5 ................................................. 126–129<br />

Lesson 6 ................................................. 130–133<br />

Assessment ............................................ 134–136<br />

<strong>STEM</strong> Project ......................................... 137–146<br />

www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 <strong>Science</strong>:<br />

Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH iii


Introduction<br />

What is <strong>STEM</strong>?<br />

<strong>STEM</strong> is the integration of science, technology,<br />

engineering and mathematics concepts using<br />

project-based and cooperative learning. Teachers<br />

have been integrating learning areas since the<br />

beginning of time, so although the idea behind<br />

<strong>STEM</strong> is not new, this series hopes to make it easier<br />

for you to execute learning integration in the<br />

classroom.<br />

There has been much discussion about the importance of <strong>STEM</strong> skills, both in Ireland and around<br />

the world. The future workforce will require current pupils to be creative and critical thinkers who<br />

can collaborate and design solutions to problems. The skills utilised in <strong>STEM</strong> have never been more<br />

valued.<br />

<strong>STEM</strong> education aims to prepare pupils for the roles of the future with skills such as innovation,<br />

creativity, reasoning, problem-solving and technical science skills such as questioning, observing,<br />

systematic experimentation, and analysis and interpretation of data.<br />

Format of this Book<br />

This series focuses on delivering a comprehensive and contemporary science programme,<br />

culminating in a <strong>STEM</strong> Project which applies the scientific knowledge acquired during the science<br />

lessons. The series incorporates the use of online resources, digital devices and tablet computer<br />

applications, where appropriate, in order to enhance the use of technology in the classroom.<br />

The Units<br />

This book is divided into four units: Living Things, Energy and Forces, Materials, and Earth and<br />

the Environment. At the start of each unit, keywords, a unit overview and a curriculum scope and<br />

sequence chart are provided, as shown below.<br />

Each unit contains between five and seven lessons, a summative assessment of the science<br />

knowledge with teacher notes and a <strong>STEM</strong> Project.<br />

Unit Overview<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

living thing<br />

non-living thing<br />

human<br />

plant<br />

animal<br />

need<br />

want<br />

Keywords<br />

survive<br />

food<br />

nutrient<br />

water<br />

air<br />

sleep<br />

protection<br />

warmth<br />

shelter<br />

space<br />

soil<br />

sunlight<br />

Unit Overview<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

All living things have a variety of basic needs.<br />

Lesson 1<br />

Pupils engage in a school walk to identify living and nonliving<br />

things. They explore the difference between living<br />

What basic needs do<br />

all living things have in and non-living things in order to identify what all living<br />

common?<br />

things, including plants, humans and other animals, need<br />

to survive—food/nutrients, air and water.<br />

Lesson 2<br />

Pupils explore the specific needs of humans and identify<br />

What do humans need? the difference between our needs and our wants. They<br />

explore what the term ‘protection’ means in relation to<br />

our needs (clothing, shelter, warmth and safety) and<br />

create a booklet to explain how they meet their five basic<br />

needs.<br />

Lesson 3<br />

Pupils explore the needs of animals, including air, food,<br />

What do other animals need? water, sleep and protection and compare these needs to<br />

the needs of humans to find similarities and differences.<br />

They briefly discover who is responsible for taking care<br />

of the needs of animals at home, on a farm, in a zoo or in<br />

the wild and explain how wild animals meet their needs.<br />

Lesson 4<br />

Pupils explore the needs of plants, including air, sunlight,<br />

What do plants need? water, soil and space. They conduct an experiment to<br />

grow a radish from a seed and then use a presentation<br />

application on a tablet computer to draw the needs of<br />

their plant and explain how they will cater for its needs.<br />

Pupils will need to provide ongoing care for their radish<br />

to ensure its needs are met.<br />

Lesson 5<br />

Pupils reflect on how well they catered for their plant’s<br />

What happens if a plant’s needs and record their observations on a sheet of paper.<br />

needs are not met?<br />

Pupils participate in an interactive online activity to<br />

explore what happens if plants’ needs are not met and<br />

discuss who is responsible for taking care of plants at<br />

home, at school and in the wild.<br />

Lesson 6<br />

Pupils draw on prior experiences to predict what<br />

What happens if humans’ happens when humans’ and other animals’ needs are<br />

and animals’ needs are not met. They reflect on their individual needs to decide<br />

not met?<br />

what need is not being met in each of the given images<br />

and draw images to meet this need. Pupils then play an<br />

interactive game created by the RSPCA to help different<br />

pets get their needs.<br />

Summative Assessment Pupils explain their knowledge of the needs of living<br />

things. They explain how knowing the needs of living<br />

things helps us to care for plants in the garden and<br />

animals at home.<br />

<strong>STEM</strong> Project<br />

Pupils create a home for a parrot out of recycled<br />

Make a Home for a Parrot materials. They must ensure they provide for the parrot's<br />

needs when designing and creating their bird home.<br />

Pages<br />

4–7<br />

8–11<br />

12–15<br />

16–19<br />

20–21<br />

22–25<br />

26–28<br />

29–36<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Curriculum Scope and Sequence Chart<br />

Lesson 1<br />

Lesson 2<br />

Lesson 3<br />

Lesson 4<br />

Lesson 5<br />

Unit Overview<br />

Strand: Living Things – Strand Unit: Myself<br />

• Become aware that people have a variety of needs for growth (exercise, food, clothing, shelter).<br />

Strand: Living Things – Strand Unit: Plants and Animals<br />

• Observe, discuss and identify a variety of plants and animals in different habitats in the<br />

immediate environment.<br />

• Observe growth and change in some living things.<br />

Strand: Living Things – Strand Unit: Myself<br />

• Become aware that people have a variety of needs for growth (exercise, food, clothing, shelter).<br />

Strand: Living Things – Strand Unit: Plants and Animals<br />

• Observe, discuss and identify a variety of plants and animals in different habitats in the<br />

immediate environment.<br />

• Observe growth and change in some living things.<br />

Strand: Living Things – Strand Unit: Plants and Animals<br />

• Observe, discuss and identify a variety of plants and animals in different habitats in the<br />

immediate environment.<br />

• Observe growth and change in some living things.<br />

• Explore conditions for growth of bulbs and seeds.<br />

Strand: Living Things – Strand unit: Plant and animal life<br />

• Observe, discuss and identify a variety of plants and animals in different habitats in the<br />

immediate environment.<br />

• Observe growth and change in some living things.<br />

• Explore conditions for growth of bulbs and seeds.<br />

Strand: Living Things – Strand Unit: Myself<br />

• Become aware of some changes that occur as children grow and mature.<br />

• Become aware that people have a variety of needs for growth (exercise, food, clothing, shelter).<br />

Strand: Living Things – Strand unit: Plant and animal life<br />

• Observe, discuss and identify a variety of plants and animals in different habitats in the<br />

immediate environment.<br />

• Observe growth and change in some living things.<br />

Viewing sample<br />

Lesson 6<br />

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Title Page<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

1<br />

2 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com<br />

Unit Overview<br />

www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Curriculum Scope and<br />

Sequence Chart<br />

3<br />

iv<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Unit Description<br />

Lessons<br />

The lessons are based on science knowledge and skills. The lessons contain a page of teacher notes,<br />

outlining the strands or strand units, the scientific skills that the lessons develop and any concepts<br />

that integrate with other curricular areas, followed by a suggested lesson plan. Any resource sheets<br />

required for the lesson follow on.<br />

Lesson 1<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What basic needs do all living things have in common?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Investigating and experimenting<br />

• Analysing (sorting and classifying)<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils learn how to identify living from non-living things in<br />

the environments they encounter in their everyday lives.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing digital texts including images and videos.<br />

• Recording information in a table.<br />

Background Information<br />

• Living things have characteristics that distinguish them<br />

from non-living things. Living things grow, move, respond<br />

to stimuli, reproduce and are dependent on their<br />

environment. These characteristics are explored by pupils<br />

in detail in later classes.<br />

• At this age, most pupils would suggest that living things<br />

grow and move. Some may suggest that they reproduce/<br />

have babies. This is sufficient at this level.<br />

• All living things, including humans, plants and other<br />

animals, have basic needs. While these needs vary slightly<br />

among each, the common needs are air, food and water.<br />

Meeting these physical needs allows the living thing to<br />

move and grow.<br />

• Other needs that vary among living things include: shelter,<br />

protection, love, clothing/coverings, correct environmental<br />

conditions, soil and sunlight. These will be explored in<br />

later lessons.<br />

• For more information about teaching the concept of living<br />

things, go to .<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Assessment Focus:<br />

• Use page 7 as a diagnostic<br />

assessment of the pupil’s<br />

knowledge of living and nonliving<br />

things and the three basic<br />

needs of all living things.<br />

• Make observational notes of the<br />

pupil’s ability to answer the two<br />

communicating questions in the<br />

Reflection section.<br />

Resources<br />

• Digital cameras<br />

• One copy of page 6 to<br />

display on the interactive<br />

whiteboard<br />

• One copy of page 7 for<br />

each pupil or each group<br />

• Online image—Basic<br />

Needs of all Living Things<br />

at <br />

• Online song—'Living<br />

and Non-living Things'<br />

at <br />

4 A<br />

<strong>Science</strong>:<br />

<strong>STEM</strong> AP<strong>PR</strong>OACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Lesson Plan<br />

Introduction:<br />

1. As a class, conduct a school walk to find living and non-living things. Pupils, or an adult, can take<br />

digital photographs of the living and non-living things found in the school grounds. These may be<br />

displayed on a poster for future reference. Pupils think about and explain why they think each thing<br />

identified is living or non-living.<br />

Development:<br />

2. Using page 6, display the T-chart to show examples of living and non-living things. Using a think-pairshare,<br />

pupils answer the questions What makes something a living thing? What needs do all living<br />

things have in common to help them live? On a large piece of paper, write pupils' ideas.<br />

3. Individually or in small groups, pupils look at the images of living and non-living things on<br />

page 7 and draw a tick or cross in each box to identify the needs of each thing. Pupils review their<br />

checklist to identify the common needs of humans, plants and animals and complete the sentence,<br />

‘All living things need …’ Note: The specific needs of each type of living thing will be explored in<br />

later lessons.<br />

Differentiation<br />

• Less able pupils may work together with an adult’s assistance to complete the checklist.<br />

• More able pupils should be encouraged to write or draw as many living things as they can think<br />

of on the back of page 7.<br />

4. As a class, choose some pupils to share the sentence they wrote on page 7. Write the common<br />

needs on the whiteboard food, water and air.<br />

5. Display the image of the three basic needs of all living things at .<br />

Pupils compare their sentence with the three needs shown in the image to determine if they were<br />

correct.<br />

6. Explain that all living things must have access to food, water and air to survive. If they don’t meet<br />

these needs, they may get sick.<br />

Reflection:<br />

7. Listen to a song about living and non-living things at . This song<br />

outlines the basic needs of a living thing.<br />

8. Using a think-pair-share or class discussion, pupils answer the questions How can we tell if<br />

something is living or non-living? and What are the basic needs of all living things?<br />

www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants<br />

Assessment<br />

A teacher page is provided, outlining the assessment indicators and answers for the following<br />

assessment page(s). The assessment page(s) covers the science knowledge explored in the previous<br />

lessons.<br />

Assessment<br />

Teacher Notes<br />

Lesson 1<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

5<br />

Lesson 1<br />

Living things<br />

6 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Non-living things<br />

09:00 AM<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com<br />

Teacher Notes Lesson Plan Resource Sheets<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

<strong>Science</strong> Learning Concept<br />

All living things have a variety of basic needs.<br />

Indicators<br />

• Identifies humans, animals and plants.<br />

• Identifies the basic needs of a human, including air, food, water, sleep and protection.<br />

• Identifies the basic needs of a plant, including air, sunlight, water, soil and space.<br />

• Identifies the basic needs of an animal, including air, food, water, sleep and protection.<br />

Differentiation<br />

• Easier option—Page 27 requires pupils to draw a human, an animal and a plant of their choosing<br />

and draw or write the basic needs for each.<br />

• Harder option—Page 28 requires pupils to read and think about real-life contexts. Pupils then<br />

identify the needs of the humans, animals or plants and draw or write them in the correct place.<br />

Answers<br />

Page 27 and Page 28<br />

1. Teacher check<br />

Answers should include air, food, water, sleep and protection.<br />

Answers may also include love, warmth, shelter or clothing.<br />

2. Teacher check<br />

Answers should include air, food, water, sleep and protection.<br />

3. Teacher check<br />

Answers should include air, sunlight, water, soil and space.<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Assessment<br />

The Needs of Living Things<br />

Draw the living thing and its needs.<br />

1. Human My basic needs are …<br />

Viewing sample<br />

2. Animal My basic needs are …<br />

3. Plant My basic needs are …<br />

26 A<br />

<strong>Science</strong>:<br />

<strong>STEM</strong> AP<strong>PR</strong>OACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com<br />

www.prim-ed.com <strong>Science</strong>:<br />

– Prim-Ed Publishing 978-1-912760-14-5 Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH 27<br />

Teacher Notes<br />

Assessment Page(s)<br />

www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 <strong>Science</strong>:<br />

Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH v


WATER<br />

WATER<br />

Unit Description<br />

<strong>STEM</strong> Project<br />

The <strong>STEM</strong> Project provides pupils with the opportunity to apply what they have learned in the<br />

previous science lessons while incorporating cross-curricular concepts where possible. The project<br />

entails group collaboration and an extended learning period of between three and four weeks.<br />

This gives pupils a real-life experience of working with ‘colleagues’ to share ideas and test various<br />

solutions. Each <strong>STEM</strong> Project contains a complete overview of what the project entails, teacher notes,<br />

group assessment rubric, and a project brief and checklist for pupils. Any resource sheets required are<br />

also provided, as well as a self-assessment sheet.<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Concepts Overview:<br />

<strong>STEM</strong> Project Overview<br />

www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants<br />

<strong>STEM</strong> Project<br />

Make a Home for a Parrot<br />

Pupils work in pairs to design and create a home for a parrot out of recycled and natural<br />

materials. The home must be able to hang in a tree and must meet the parrot’s needs. Pupils<br />

must then create a video of their bird house, describing the needs of the parrot and how the<br />

features of the home help to cater for these needs.<br />

<strong>Science</strong><br />

• Apply knowledge of living things to create a home for a bird that caters for its basic needs.<br />

Technology/Engineering<br />

• Apply the design process to plan, create and evaluate a home for a bird that caters for its<br />

basic needs.<br />

• Select appropriate materials and apply safety procedures while creating.<br />

• Create a digital video of the completed bird house, explaining the inclusion of each feature<br />

and how those features cater for the bird’s needs.<br />

Mathematics<br />

• Use informal measurement to ensure the home will be big enough for a parrot.<br />

Alternative Project Ideas:<br />

• As a class, grow a class vegetable garden, such as a vertical garden. Small groups can be<br />

allocated a garden bed each. Pupils decide how they will look after their garden bed to<br />

provide for the plants’ needs. They take digital photographs of their garden and print them,<br />

or upload them to to create a gardening book called Caring<br />

for Plants in the Garden.<br />

• In small groups, pupils create a worm farm in a glass jar. Pupils research worms to find out<br />

their basic needs. Pupils ensure they collect the materials required to cater for its needs<br />

and construct their worm farm in a glass jar. For full instructions, go to .<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Find out information<br />

Learn about the needs of birds.<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

<strong>STEM</strong> Project Overview<br />

<strong>STEM</strong> Project<br />

Talk to people who own birds to find out how they care for them.<br />

Read books about pet birds and birds that live in the wild.<br />

Look at pictures of birds and their needs on the Internet.<br />

Learn about different homes for birds.<br />

Look at pictures of bird cages for pets.<br />

Look at pictures of bird houses made from recycled materials.<br />

Look at pictures of bird homes in the wild.<br />

Design, plan and collect resources<br />

Plan your bird home.<br />

Draw a picture of your bird home.<br />

Draw/write the needs of your bird and how it will get these.<br />

Collect the materials you need.<br />

Create<br />

Create your bird home.<br />

Choose which materials to use for each part of the home.<br />

Make the bird home.<br />

Project Steps<br />

29<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Infants<br />

<strong>STEM</strong> Project<br />

Teacher Notes<br />

Parrot Template<br />

<strong>STEM</strong> Project<br />

<strong>STEM</strong> Project: Make a Home for a Parrot<br />

Pupils work in pairs to design and create a home for a parrot out of recycled and natural<br />

materials. The home must be able to hang in a tree and must meet the parrot’s needs. Pupils<br />

must then create a video of their bird house, describing the needs of the parrot and how the<br />

features of the home help to cater for these needs.<br />

Estimated duration: 4 weeks<br />

1. Introduce the project<br />

cater for the bird’s needs. They should also<br />

• Read the problem on page 32 to pupils. draw the needs of the bird around the bird<br />

home to ensure they cater for each one.<br />

• Watch the first 27 seconds of the online<br />

video clip from the film Rio at . This video clip shows Remind pupils about resource<br />

a macaw and its owner getting ready in the management, conserving resources and<br />

morning in a very unusual way.<br />

ensuring that resources are shared.<br />

• As a class, ask pupils to close their eyes 4. Create<br />

and think about these questions: Do all • Pupils choose which materials they will use<br />

birds live the way Blu lives in the film clip? to make each feature of their bird home.<br />

What kinds of homes do birds live in? What • Pupils create their bird home according to<br />

do they need in their home to survive?<br />

their diagram.<br />

• Read the task and the important things to<br />

5. Evaluate and refine<br />

do on page 32 to pupils. Show pupils the<br />

cardboard cut–out of a parrot using page • Pupils evaluate their designed bird home<br />

34. Pupils will need to make sure their bird to ensure that all the criteria on page 32 is<br />

home will fit a parrot of this size. Note:<br />

included.<br />

Keep the design brief on display on the • Pupils make any adjustments necessary to<br />

interactive whiteboard or print an A3 copy their designed product.<br />

and put it on display for pupils to refer to. 6. Communicate<br />

2. Find out information<br />

Pupils create a video of the bird home using a<br />

• Provide time for pupils to find out<br />

tablet computer application or a digital camera,<br />

information about birds.<br />

explaining to Jack the things birds need to survive<br />

— Place images of different bird homes on and how each feature of the home caters<br />

the interactive whiteboard for pupils to for the bird’s needs.<br />

look at.<br />

• Display the bird feeders outside and<br />

— Provide a selection of non-fiction<br />

have pupils, in their pairs, take turns to<br />

and fiction texts for pupils to look at,<br />

share the features of their bird home and<br />

ensuring that only factual information is explain how it will help a parrot meet its<br />

transferred.<br />

needs.<br />

— Talk to people that care for birds<br />

• Pupils complete the self-assessment<br />

such as zookeepers, pet owners<br />

on page 35 to show how well they<br />

and vets to see how they care<br />

participated and cooperated.<br />

for birds.<br />

3. Design, plan and manage resources<br />

• Pupils plan their bird home and create a<br />

diagram of it, labelling the features that<br />

Teacher Notes<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Create a parrot template to help pupils to correctly size their bird house. Attach<br />

an A4 copy of this parrot to thick cardboard and cut out. Make a few templates<br />

for pupils to share or make one for each pair.<br />

31<br />

<strong>STEM</strong> Project<br />

Project Brief<br />

The problem<br />

Jack is five years old and wants to own a<br />

pet. Every time his parents take him to the<br />

pet shop, he looks at all the birds in every<br />

cage. He hopes that one day he is allowed to<br />

take one home. His parents always say that Jack<br />

is too young for a pet and that he doesn't know<br />

how to look after it.<br />

How can Jack show his parents that he knows<br />

how to care for a bird?<br />

The task<br />

• Design and create a home for a wild bird that<br />

Jack could use to show his parents that he<br />

knows how to take care of birds.<br />

Create a video of the bird home using<br />

a tablet computer application or a digital camera,<br />

explaining to Jack the things birds need<br />

to survive and how each feature caters<br />

for the bird’s needs.<br />

Important things you need to do!<br />

• You must work in pairs.<br />

• You must use recycled<br />

and natural materials<br />

found at home<br />

or at school.<br />

• You must cater for the<br />

bird's five basic needs.<br />

32<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Pupil name:<br />

I listened to my partner.<br />

I came up with ideas.<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com<br />

Pupil Brief<br />

Self- assessment<br />

• Your bird home<br />

must be able to<br />

hang in a tree.<br />

• It must be able to<br />

fit a parrot inside it.<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

• The video must include<br />

instructions to Jack<br />

about how to care for<br />

a bird, using the features<br />

of the bird home.<br />

Date:<br />

<strong>STEM</strong> Project: Make a Home for a Parrot<br />

<strong>STEM</strong> Project<br />

Viewing sample<br />

I helped to find out information.<br />

I helped to collect materials.<br />

I helped to make the plan.<br />

I helped to make the design.<br />

Check and make changes<br />

Check that it is correct and you are happy with it.<br />

Check that all the important things in the Project Brief were done.<br />

Check that you and your partner are happy with it.<br />

The project was: easy hard<br />

The best part was …<br />

Communicate<br />

Use a tablet computer to record a video.<br />

Talk about how the parts of the home meet the bird’s needs.<br />

Tell Jack how to care for the birds.<br />

.<br />

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34 <strong>Science</strong>:<br />

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Project Steps<br />

Resource Sheets<br />

Self-assessment and<br />

Group Assessment Rubric<br />

vi<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

living thing<br />

non-living thing<br />

human<br />

Keywords<br />

survive<br />

food<br />

nutrient<br />

warmth<br />

shelter<br />

Viewing sample<br />

space<br />

plant<br />

water<br />

soil<br />

animal<br />

need<br />

want<br />

air<br />

sleep<br />

protection<br />

sunlight<br />

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1


Unit Overview<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

All living things have a variety of basic needs.<br />

Pages<br />

Lesson 1<br />

What basic needs do<br />

all living things have in<br />

common?<br />

Pupils engage in a school walk to identify living and nonliving<br />

things. They explore the difference between living<br />

and non-living things in order to identify what all living<br />

things, including plants, humans and other animals, need<br />

to survive—food/nutrients, air and water.<br />

4–7<br />

Lesson 2<br />

What do humans need?<br />

Lesson 3<br />

What do other animals need?<br />

Lesson 4<br />

What do plants need?<br />

Lesson 5<br />

What happens if a plant’s<br />

needs are not met?<br />

Lesson 6<br />

What happens if humans’<br />

and animals’ needs are<br />

not met?<br />

Summative Assessment<br />

<strong>STEM</strong> Project<br />

Make a Home for a Parrot<br />

Pupils explore the specific needs of humans and identify<br />

the difference between our needs and our wants. They<br />

explore what the term ‘protection’ means in relation to<br />

our needs (clothing, shelter, warmth and safety) and<br />

create a booklet to explain how they meet their five basic<br />

needs.<br />

Pupils explore the needs of animals, including air, food,<br />

water, sleep and protection and compare these needs to<br />

the needs of humans to find similarities and differences.<br />

They briefly discover who is responsible for taking care<br />

of the needs of animals at home, on a farm, in a zoo or in<br />

the wild and explain how wild animals meet their needs.<br />

Pupils explore the needs of plants, including air, sunlight,<br />

water, soil and space. They conduct an experiment to<br />

grow a radish from a seed and then use a presentation<br />

application on a tablet computer to draw the needs of<br />

their plant and explain how they will cater for its needs.<br />

Pupils will need to provide ongoing care for their radish<br />

to ensure its needs are met.<br />

Pupils reflect on how well they catered for their plant’s<br />

needs and record their observations on a sheet of paper.<br />

Pupils participate in an interactive online activity to<br />

explore what happens if plants’ needs are not met and<br />

discuss who is responsible for taking care of plants at<br />

home, at school and in the wild.<br />

Pupils draw on prior experiences to predict what<br />

happens when humans’ and other animals’ needs are<br />

not met. They reflect on their individual needs to decide<br />

what need is not being met in each of the given images<br />

and draw images to meet this need. Pupils then play an<br />

interactive game created by the RSPCA to help different<br />

pets get their needs.<br />

Viewing sample<br />

Pupils explain their knowledge of the needs of living<br />

things. They explain how knowing the needs of living<br />

things helps us to care for plants in the garden and<br />

animals at home.<br />

Pupils create a home for a parrot out of recycled<br />

materials. They must ensure they provide for the parrot's<br />

needs when designing and creating their bird home.<br />

8–11<br />

12–15<br />

16–19<br />

20–21<br />

22–25<br />

26–28<br />

29–36<br />

2<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Unit Overview<br />

Curriculum Scope and Sequence Chart<br />

Lesson 1<br />

Lesson 2<br />

Lesson 3<br />

Lesson 4<br />

Lesson 5<br />

Lesson 6<br />

Strand: Living Things – Strand Unit: Myself<br />

• Become aware that people have a variety of needs for growth (exercise, food,<br />

clothing, shelter).<br />

Strand: Living Things – Strand Unit: Plants and Animals<br />

• Observe, discuss and identify a variety of plants and animals in different habitats in the<br />

immediate environment.<br />

• Observe growth and change in some living things.<br />

Strand: Living Things – Strand Unit: Myself<br />

• Become aware that people have a variety of needs for growth (exercise, food,<br />

clothing, shelter).<br />

Strand: Living Things – Strand Unit: Plants and Animals<br />

• Observe, discuss and identify a variety of plants and animals in different habitats in the<br />

immediate environment.<br />

• Observe growth and change in some living things.<br />

Strand: Living Things – Strand Unit: Plants and Animals<br />

• Observe, discuss and identify a variety of plants and animals in different habitats in the<br />

immediate environment.<br />

• Observe growth and change in some living things.<br />

• Explore conditions for growth of bulbs and seeds.<br />

Strand: Living Things – Strand Unit: Plants and Animals<br />

• Observe, discuss and identify a variety of plants and animals in different habitats in the<br />

immediate environment.<br />

• Observe growth and change in some living things.<br />

• Explore conditions for growth of bulbs and seeds.<br />

Strand: Living Things – Strand Unit: Myself<br />

• Become aware of some changes that occur as children grow and mature.<br />

• Become aware that people have a variety of needs for growth (exercise, food,<br />

clothing, shelter).<br />

Viewing sample<br />

Strand: Living Things – Strand Unit: Plants and Animals<br />

• Observe, discuss and identify a variety of plants and animals in different habitats in the<br />

immediate environment.<br />

• Observe growth and change in some living things.<br />

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Lesson 1<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What basic needs do all living things have in common?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Investigating and experimenting<br />

• Analysing (sorting and classifying)<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils learn how to identify living from non-living things in<br />

the environments they encounter in their everyday lives.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing digital texts including images and videos.<br />

• Recording information in a table.<br />

Background Information<br />

• Living things have characteristics that distinguish them<br />

from non-living things. Living things grow, move, respond<br />

to stimuli, reproduce and are dependent on their<br />

environment. These characteristics are explored by pupils<br />

in detail in later classes.<br />

• At this age, most pupils would suggest that living things<br />

grow and move. Some may suggest that they reproduce/<br />

have babies. This is sufficient at this level.<br />

• All living things, including humans, plants and other<br />

animals, have basic needs. While these needs vary slightly<br />

among each, the common needs are air, food and water.<br />

Meeting these physical needs allows the living thing to<br />

move and grow.<br />

• Other needs that vary among living things include: shelter,<br />

protection, love, clothing/coverings, correct environmental<br />

conditions, soil and sunlight. These will be explored in<br />

later lessons.<br />

• For more information about teaching the concept of living<br />

things, go to .<br />

Assessment Focus:<br />

• Use page 7 as a diagnostic<br />

assessment of the pupil’s<br />

knowledge of living and nonliving<br />

things and the three basic<br />

needs of all living things.<br />

• Make observational notes of the<br />

pupil’s ability to answer the two<br />

communicating questions in the<br />

Reflection section.<br />

Resources<br />

• Digital cameras<br />

• One copy of page 6 to<br />

display on the interactive<br />

whiteboard<br />

• One copy of page 7 for<br />

each pupil or each group<br />

• Online image—Basic<br />

Needs of all Living Things<br />

at <br />

• Online song—Living<br />

and Non-living Things<br />

at <br />

Viewing sample<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Lesson 1<br />

Lesson Plan<br />

Introduction:<br />

1. As a class, conduct a school walk to find living and non-living things. Pupils, or an adult, can take<br />

digital photographs of the living and non-living things found in the school grounds. These may be<br />

displayed on a poster for future reference. Pupils think about and explain why they think each thing<br />

identified is living or non-living.<br />

Development:<br />

2. Using page 6, display the T-chart to show examples of living and non-living things. Using a think-pairshare,<br />

pupils answer the questions What makes something a living thing? What needs do all living<br />

things have in common to help them live? On a large piece of paper, write pupils' ideas.<br />

3. Individually or in small groups, pupils look at the images of living and non-living things on<br />

page 7 and draw a tick or cross in each box to identify the needs of each thing. Pupils review their<br />

checklist to identify the common needs of humans, plants and animals and complete the sentence,<br />

‘All living things need …’ Note: The specific needs of each type of living thing will be explored in<br />

later lessons.<br />

Differentiation<br />

• Less able pupils may work together with an adult’s assistance to complete the checklist.<br />

• More able pupils should be encouraged to write or draw as many living things as they can think<br />

of on the back of page 7.<br />

4. As a class, choose some pupils to share the sentence they wrote on page 7. Write the common<br />

needs on the whiteboard–food, water and air.<br />

5. Display the image of the three basic needs of all living things at .<br />

Pupils compare their sentence with the three needs shown in the image to determine if they were<br />

correct.<br />

6. Explain that all living things must have access to food, water and air to survive. If they don’t meet<br />

these needs, they may get sick.<br />

Reflection:<br />

7. Listen to a song about living and non-living things at . This song<br />

outlines the basic needs of a living thing.<br />

8. Using a think-pair-share or class discussion, pupils answer the questions How can we tell if<br />

something is living or non-living? and What are the basic needs of all living things?<br />

Viewing sample<br />

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5


Lesson 1<br />

Living things<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Non-living things<br />

09:00 AM<br />

Viewing sample<br />

6 <strong>Science</strong>:<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Lesson 1<br />

Is it a<br />

living<br />

thing?<br />

Does it<br />

need air?<br />

Is it Living?<br />

Does it<br />

need food<br />

or nutrients?<br />

Does it<br />

need water?<br />

Does it<br />

need sunlight?<br />

Does it<br />

need shelter?<br />

Does it<br />

need soil?<br />

Viewing sample<br />

Human<br />

Car<br />

Plant<br />

Dog<br />

Book<br />

Fish<br />

Tree<br />

Teddy bear<br />

All living things need ________________________________________________________________.<br />

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Lesson 2<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What do humans need?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Investigating and experimenting<br />

• Analysing (sorting and classifying)<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils reflect on their own lives to identify their needs from<br />

their wants and examine how they meet their basic needs at<br />

home.<br />

Technology/Engineering/Mathematics Links:<br />

• Playing an interactive game online.<br />

• Following a series of steps to create a simple circle booklet.<br />

Background Information<br />

• All living things have basic needs, which vary slightly<br />

among humans, plants and animals. The common needs<br />

are air, food and water. Meeting these physical needs<br />

allows a living thing to move, grow and reproduce.<br />

• As well as air, food and water, humans and other animals<br />

also need sleep and protection from environmental<br />

conditions. For most humans, protection comes in the<br />

form of clothing and shelter that allows them to stay safe<br />

and maintain a healthy body temperature. For this reason,<br />

warmth and temperature are often included as basic<br />

needs.<br />

• Humans and some animals have physical, social and<br />

emotional needs. Their physical needs are basic needs<br />

that help them to survive. Social and emotional needs<br />

are those that give humans a sense of belonging and<br />

connection to the people and places they encounter, such<br />

as love and relationships.<br />

• A famous theorist, Abraham Maslow, developed a hierachy<br />

of human needs. This demonstrates that physical needs<br />

must be met before any other need. For more information<br />

on Maslow’s hierachy of needs, go to .<br />

Assessment Focus:<br />

• Make observations about<br />

the pupil’s ability to make<br />

predictions that are related to<br />

the question and their ability<br />

to compare the definitions<br />

of needs and wants to their<br />

predictions.<br />

• Use the circle booklets as a<br />

formative assessment of the<br />

pupil’s knowledge of how they<br />

meet their five basic needs at<br />

home.<br />

Resources<br />

• Online interactive<br />

game—Plants and<br />

Animals at <br />

• One A3 piece of paper<br />

• Watch the online video,<br />

—Needs vs Wants at <br />

• One A3 copy of page 10.<br />

Each poster may be<br />

coloured in, cut out and<br />

laminated to display in the<br />

classroom (optional).<br />

• One copy of page 11 for<br />

each pupil. The booklet<br />

may be cut out prior to<br />

the lesson to save time, if<br />

required.<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Lesson 2<br />

Lesson Plan<br />

Introduction:<br />

1. As a class, display the interactive activity at and choose pupils to<br />

click on a living thing in the scene to take a photograph. Pupils explain their reasoning behind each<br />

choice in terms of its basic needs. Alternatively, pupils can brainstorm living things and explain<br />

their needs orally.<br />

Development:<br />

2. As a class, ask pupils What do humans need to survive? Do they need more than just food, air<br />

and water? Brainstorm things that humans need to survive and write pupils’ ideas on an A3 piece<br />

of paper to create a poster. Note: Add all ideas, regardless of whether they are a need or a want.<br />

Leave space at the bottom of the page to write a few sentences about humans wants and needs at<br />

the end of the lesson.<br />

3. Watch the online video Needs vs Wants at . Alternatively, display the<br />

posters on page 10 to show examples of wants and needs. Using a think-pair-share, pupils answer<br />

the questions What is a need? and What is a want?<br />

4. Review the list of needs written on the ‘What do humans need to survive?' poster and put a cross<br />

through any that pupils think are wants, not needs. Discuss that as humans we have five basic<br />

needs: air, food, water, sleep and protection. Write these keywords on the whiteboard.<br />

5. Individually, pupils reflect on how they meet their five basic needs and present them using the<br />

circle booklet template on page 11. Pupils cut around the outside of the whole booklet.<br />

Note: Booklets may be cut out by adult helpers prior to the lesson, if required. Pupils turn their<br />

booklet over and copy the five basic needs from the whiteboard: air, food, water, sleep and<br />

protection. Pupils fold each circle inwards to create a booklet. When this is complete, pupils open<br />

one circle at a time and draw images on the inside of each circle to show how they meet each<br />

particular need in their lives.<br />

Differentiation<br />

• Less able pupils can have the booklet prepared for them with the five needs written on the<br />

outside. Adult helpers can assist pupils to think of how they meet their needs at home.<br />

• More able pupils should be encouraged to write a short sentence about how they meet their<br />

needs inside each circle; for example, inside the shelter circle pupils may write, I live in<br />

a house.<br />

6. When the circle booklets are completed, select pupils to share their pages with the class.<br />

Reflection:<br />

7. As a class, reflect on what humans want and need by referring to the A3 poster created in the<br />

development. At the bottom of the page, write the sentence starters Humans need … and Humans<br />

want … Ask pupils to name the things that humans need to survive and name some examples<br />

of our wants to complete the sentences. Note: Keep this poster accessible or on display for later<br />

lessons.Viewing sample<br />

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Lesson 2<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

AIR<br />

SUNLIGHT<br />

SHELTER<br />

CLOTHING<br />

BOOKS<br />

NEEDS<br />

SLEEP<br />

Things I MUST<br />

have to live.<br />

WANTS<br />

SWEETS<br />

WATER<br />

GAMES<br />

FOOD<br />

Viewing sample<br />

Things I WANT but<br />

don’t need to live.<br />

TOYS<br />

PETS<br />

CAR<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Lesson 2<br />

'Humans Need …' Circle Booklet<br />

Viewing sample<br />

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11


Lesson 3<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What do other animals need?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Investigating and experimenting<br />

• Analysing (sorting and classifying)<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils think about animals they have observed in their daily<br />

lives to investigate how animals meet their needs.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing digital texts, including videos and online songs.<br />

• Sorting information cards into undefined categories.<br />

Background Information<br />

• All animals, including humans, have five basic needs: air,<br />

food, water, sleep and protection from environmental<br />

conditions. Wild animals also require protection from<br />

predators and human impacts.<br />

• Domesticated animals such as pets, farm animals and zoo<br />

animals have some or all of their needs provided for by<br />

humans. Wild animals meet their needs by themselves.<br />

• How animals meet their needs:<br />

Food—Animals use various feeding behaviours such as<br />

hunting, grazing or scavenging to find sources of food.<br />

Water—Animals seek water from various water sources<br />

such as rivers or lakes. Some animals obtain all of their<br />

water from their food.<br />

Air—Animals breathe air in different ways. Some have<br />

lungs and breathe like humans. Others extract air from<br />

water bodies.<br />

Sleep—Animals sleep at different times of the day and in<br />

different ways. Some animals, like sharks, continue to<br />

move while they are sleeping. Others hibernate for long<br />

periods of time.<br />

Protection—Animals build, find or fight for space/shelter.<br />

They also need features and behaviours that help them<br />

protect themselves against predators.<br />

Assessment Focus:<br />

• Monitor pupils' contributions<br />

to the animal needs matching<br />

game to ensure all pupils are<br />

contributing to the answers.<br />

• Use page 15 as a formative<br />

assessment of the pupil’s<br />

knowledge about the needs<br />

of animals.<br />

Resources<br />

• A3 poster of human needs<br />

created in Lesson 2<br />

• One copy of the animal<br />

needs cards on page 14<br />

for each pupil or group.<br />

These must be cut out and<br />

shuffled prior to the lesson.<br />

• Online video—Animal Needs<br />

at <br />

• One copy of page 15 for<br />

each pupil<br />

• Online song—The Needs of<br />

an Animal at <br />

Viewing sample<br />

12 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Lesson 3<br />

Lesson Plan<br />

Introduction:<br />

1. Using a think-pair-share, ask pupils to discuss the questions What are the five basic human needs?<br />

and How do you meet each need? Pupils share their answers with the class and then re-read the<br />

sentences from the A3 poster of human needs created during Lesson 2, such as ‘Humans need air,<br />

food, water, sleep and protection’.<br />

Development:<br />

2. As a class, ask pupils: What do animals need to survive? Do they have different needs to humans?<br />

Write pupils’ suggestions on the whiteboard.<br />

3. Individually or in small groups, give each pupil a copy of the pre-cut and shuffled cards from page<br />

14. Pupils choose a pet shelter card and guess which pet they think it belongs to. Pupils then see if<br />

they can match the food and the water source to the pet they think lives in that shelter; for example,<br />

if a pupil chooses the birdcage, they may think the animal is a bird. They then choose the birdseed<br />

and the water bowl that a bird would use. Pupils repeat the activity until all cards have been used.<br />

4. Pupils share the five animals they think each of these needs belong to. Who is responsible for<br />

making sure these pets get their needs? Who is responsible for making sure the animals on a farm<br />

or in a zoo have their needs met? How do wild animals meet their needs?<br />

5. Watch the online video Animal Needs at to see how different animals<br />

meet their needs.<br />

6. Provide each pupil with a copy of page 15 to write and draw about a familiar wild animal of their<br />

choice. Pupils need to draw their wild animal sleeping and its shelter, food and water. Explain that<br />

air is all around us and is hard to draw. For this reason, create a symbol such as blue wavy lines<br />

to represent wind. Note: A selection of non-fiction books about wild animals may be provided to<br />

ensure the information is correct.<br />

Differentiation<br />

• Less able pupils should be encouraged to view books or online images of their wild animal and<br />

may have the sentence scribed for them.<br />

• More able pupils should be encouraged to choose a less familiar wild animal and research<br />

information about how it meets its needs.<br />

Reflection:<br />

7. Select some pupils to share their completed copy of page 15, explaining the needs of their animal.<br />

8. As a class, listen to the song The Needs of an Animal at to reinforce<br />

four of the five basic needs of animals—food, water, air and shelter (protection).<br />

Viewing sample<br />

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Lesson 3<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

shelter<br />

shelter<br />

shelter<br />

shelter<br />

food<br />

food<br />

food<br />

food<br />

water<br />

water<br />

water<br />

Viewing sample<br />

water<br />

shelter<br />

food<br />

water<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Lesson 3<br />

Wild Animals<br />

The wild animal I chose is a .<br />

Draw your wild animal sleeping. Draw its food, water and home.<br />

Viewing sample<br />

My wild animal needs<br />

.<br />

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Lesson 4<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What do plants need?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Investigating and experimenting<br />

• Analysing (sorting and classifying)<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils learn how to take care of plants and provide for<br />

their needs by growing a radish from a seed.<br />

Technology/Engineering/Mathematics Links:<br />

• Using the ShowMe app to explain how they provided for<br />

the needs of their radish plant.<br />

• Explaining why particular needs have been grouped<br />

together to identify which living thing the needs are for.<br />

Background Information<br />

• Plants include trees, flowers, herbs, bushes, grasses,<br />

fruit-bearing plants, vines and ferns.<br />

• All plants have five basic needs that differ slightly<br />

from animals. Plants need air, sunlight, water, soil<br />

and space to grow and reproduce.<br />

• How plants meet their needs:<br />

Air—Plants absorb carbon dioxide from the air<br />

through their leaves.<br />

Sunlight—Plants absorb sunlight through their<br />

leaves.<br />

Water—Plants absorb water through their roots.<br />

Soil—Plants anchor themselves to the ground and<br />

absorb nutrients from the soil using their roots.<br />

Space—Plants have various seed dispersal<br />

methods for finding a place of their own. Plants<br />

with limited space will compete for nutrients and<br />

the weaker plant will not survive.<br />

• Unlike animals, plants create their own food through<br />

photosynthesis. Plants take carbon dioxide from the<br />

air, the sunlight and the water and convert these<br />

nutrients into glucose, which the plant uses to grow<br />

and produce oxygen, which it emits back into the<br />

environment.<br />

Assessment Focus:<br />

• Use the ShowMe app presentation to<br />

assess the pupil’s understanding of<br />

the needs of plants.<br />

• Use observational notes to monitor<br />

the pupil’s ability to participate in<br />

guided investigations, including<br />

following instructions, using tools and<br />

materials safely and resourcefully, and<br />

engaging in discussions about the<br />

investigation.<br />

Resources<br />

• One copy of page 18 for display<br />

on the interactive whiteboard<br />

• Online song The Needs of a Plant<br />

at <br />

• One copy of page 19 for display<br />

on the interactive whiteboard<br />

• One large, plastic cup for each<br />

pupil or each group. These will<br />

need small drainage holes in the<br />

bottom.<br />

• Three-quarters of a cup of soil for<br />

each pupil or each group<br />

• Water spray bottles for the class<br />

to share<br />

• One sunny area to place the cups<br />

• Two radish seeds for each pupil<br />

or each group<br />

• One tablet computer for each<br />

pupil<br />

• Online video How a Seed Grows<br />

at <br />

Viewing sample<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Lesson 4<br />

Lesson Plan<br />

Introduction:<br />

1. Display the T-chart on page 18. Pupils look at the needs in the 'Yes' column and compare them to<br />

the needs in the 'No' column, before deciding which living thing has the needs shown in the 'Yes'<br />

column. Pupils name the five needs of plants, including water, soil, light, space and air.<br />

2. As a class, listen to the song The Needs of a Plant at to reinforce the<br />

five basic needs of plants.<br />

Development:<br />

3. Individually or in small groups, pupils conduct an experiment to grow radishes. Follow the simple<br />

step-by-step instructions on page 19 to conduct the experiment. Questions have been provided<br />

on page 19 to guide the investigation. Note: Remind pupils to write their name on their plastic cup<br />

so they can remember which plant is theirs. Pupils will also need to provide ongoing care to their<br />

radish every day to ensure its needs are met. This should be conducted with little guidance so that<br />

pupils have to think of the plant's needs.<br />

4. After the radish seeds have been planted and placed in a sunny position, pupils use the ShowMe<br />

app on a tablet computer to create a video. Pupils take a photograph of their planted radish seeds<br />

using the app and draw the five needs of a plant around the outside of the photograph. Pupils can<br />

then create a voice-over to describe how they provided for their plant’s needs.<br />

Note: If resources are limited, pupils can draw a picture of their planted radish seeds and write a<br />

sentence about the needs of a plant.<br />

Differentiation<br />

• Less able pupils may create a short video using the camera on the tablet computer if they are<br />

unfamiliar with the ShowMe app. Pupils may also be given prompts to encourage them to think<br />

of the plant's needs; for example, ‘We breathe this into our lungs’ or 'Seeds are buried in this’.<br />

• More able pupils should be encouraged to label each need as well as drawing the images.<br />

Pupils may also be encouraged to find out what a radish is.<br />

Reflection:<br />

5. Using a think-pair-share, pupils discuss the questions How do you think your seed will grow? and<br />

What will happen first, second, third …?<br />

6. Watch the online video How a Seed Grows at .<br />

Viewing sample<br />

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Lesson 4<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Plant Needs<br />

Yes<br />

No<br />

Viewing sample<br />

The needs in the Yes column help which of these living things<br />

survive?<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Lesson 4<br />

Materials<br />

• One large, plastic cup with drainage holes<br />

• 3 4 cup of soil<br />

• Two radish seeds<br />

• Water sprayer<br />

• Access to a sunny place<br />

Procedure<br />

1. Get the materials.<br />

2. Place the soil in<br />

the cup.<br />

3. Put the seeds on top<br />

of the soil.<br />

4. Push the seeds into the<br />

soil using your finger.<br />

Stop when you can't<br />

see your fingernail.<br />

5. Cover the seeds with soil.<br />

6. Place the cup in a<br />

sunny place.<br />

7. Spray the soil with water<br />

until it is damp but not wet.<br />

8. Check your plant's<br />

needs each day.<br />

Grow a Radish<br />

Why do you think<br />

plants need soil?<br />

Where do you think<br />

we should place<br />

our plants?<br />

How often do you<br />

think we should<br />

water our plants?<br />

Viewing sample<br />

Which part of the<br />

plant do you think<br />

will come up above<br />

the soil first?<br />

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Lesson 5<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What happens if plant’s needs are not met?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Observing<br />

• Predicting<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils make observations about the growth of their radish<br />

and investigate who is responsible for taking care of plants.<br />

Technology/Engineering/Mathematics Links:<br />

• Using mathematical language to compare the growth of<br />

radishes and to instruct adding more or less water to the<br />

plant in the interactive activity.<br />

• Participating in an interactive activity online.<br />

Background Information<br />

• Plants include trees, flowers, herbs, bushes, grasses,<br />

fruit-bearing plants, vines and ferns.<br />

• All plants have five basic needs that differ slightly from<br />

animals. Plants need air, sunlight, water, soil and space<br />

to grow and reproduce.<br />

• Unlike animals, plants create their own food through<br />

photosynthesis. Plants take carbon dioxide from the air,<br />

the sunlight and the water and convert these nutrients<br />

into glucose, which the plant uses to grow and produce<br />

oxygen, which it emits back into the environment.<br />

• When a plant’s needs are not met, it becomes sick just<br />

like an animal. Its physical appearance changes. Its<br />

leaves may wilt, turn yellow or shed, or it may develop<br />

spots of rot.<br />

• Different plants require different amounts of air, water,<br />

sunlight, soil and space. This is because plants have<br />

adapted to grow in different conditions. Some plants<br />

can survive without soil at all, such as air plants, and<br />

some share the same space, such as vines around a tree<br />

in a rainforest. It is important when choosing plants to<br />

check their individual needs.<br />

Assessment Focus:<br />

• Use the pupil’s drawing and their<br />

two sentences to assess their<br />

observation and recording skills.<br />

Resources<br />

• Access to the radishes<br />

planted in Lesson 4<br />

• Blank piece of paper for<br />

each pupil<br />

• Online interactive activity–<br />

Growing Plants at <br />

Viewing sample<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Lesson 5<br />

Lesson Plan<br />

Introduction:<br />

1. As a class, revise the radish growing experiment from Lesson 4. What plant did we grow? What are<br />

the five basic needs of plants? How did we make sure the plant’s needs were met?<br />

Development:<br />

2. Select the radish that grew the most and the radish that grew the least. As a class, model a sentence<br />

to compare the two radishes; for example, Pupil A’s radish is taller than Pupil B’s radish. Write the<br />

words 'taller', 'shorter', 'bigger' and 'smaller' on the whiteboard.<br />

3. On a piece of paper, pupils record their observations by drawing an image of their radish plant.<br />

Pupils then write two sentences to compare the size of their radish growth to other pupils; for<br />

example, 'My radish was taller than …' and 'My radish was shorter than …' Note: These sentence<br />

starters may be written on the whiteboard for pupils to complete if required.<br />

Differentiation<br />

• Less able pupils may orally compare the size of their radish to that of other pupils and have an<br />

adult complete the sentences.<br />

• More able pupils should be encouraged to write a sentence about whether they think their<br />

radish had its needs met and why.<br />

4. In pairs, pupils tell their partner if they think their radish had its needs met or not, giving reference<br />

to the size of the plant; for example, I think my plant did have its needs met as it grew tall and had<br />

leaves, or I think my plant did not have its needs met because it only grew a little.<br />

5. Using a think-pair-share, pupils answer the questions What happens to plants that don’t have their<br />

needs met? Do they get sick?<br />

6. Display the interactive activity Growing Plants at . Read the<br />

instructions at the top of the interactive activity and choose individual pupils to have a go at<br />

completing each step. The remainder of the class should be encouraged to tell the pupil when the<br />

water level is getting too high or too low by calling out ‘more water' or 'less water’. Allow the plant<br />

to grow weak by not providing for its needs. Discuss what the plant looks like when it doesn’t have<br />

its needs met. What other signs tell us that plants’ needs are not being met?<br />

Reflection:<br />

7. As a class, discuss who is responsible for taking care of plants in different places. Who was<br />

responsible for taking care of your radish? Who is responsible for taking care of the plants in the<br />

garden at home, at school or in the playground?<br />

8. What needs do all of the plants in the garden at home, at school and in the playground have and<br />

what happens if their needs are not met?<br />

Viewing sample<br />

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21


Lesson 6<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What happens if humans’ and animals' needs are not met?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Predicting<br />

• Analysing (sorting and classifying)<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils discover how they can take care of their needs<br />

and the needs of pets at home.<br />

Technology/Engineering/Mathematics Link:<br />

• Participating in an interactive online activity.<br />

Background Information<br />

• All animals, including humans, have five basic<br />

needs: air, food, water, sleep and protection from<br />

environmental conditions. Wild animals also require<br />

protection from predators and human impacts.<br />

• Domesticated animals such as pets, farm animals and<br />

zoo animals, have some or all of their needs provided<br />

for by humans. Wild animals meet their needs by<br />

themselves.<br />

• When a human’s or an animal’s needs are not met,<br />

their physical appearance and behaviours may change.<br />

Being tired, hungry, thirsty or breathless are the first<br />

signs that a human’s or an animal’s needs are not being<br />

met. This is a signal to the human or animal that it<br />

needs assistance.<br />

• In the wild, animals that don’t have their needs met<br />

may not survive, unless assisted by humans. With the<br />

introduction of community services, humans, pets and<br />

some wild animals may be rehabilitated by doctors,<br />

nurses, veterinarians and other experts.<br />

• If resources allow, establish a school/class vegetable<br />

garden or introduce a class pet to encourage pupils to<br />

care for their needs on a regular basis and connect to<br />

real-life situations.<br />

Assessment Focus:<br />

• Use page 24 and the class Y-chart<br />

as a formative assessment of<br />

the pupil's understanding of the<br />

different needs of living things,<br />

including humans, plants and other<br />

animals.<br />

Resources<br />

• Online images of dying plants<br />

• One copy of page 24 for<br />

each pupil<br />

• Online interactive activity<br />

Happy Animals! It’s a Dog’s<br />

Life at <br />

• Online video What do Pets<br />

Need? at <br />

• One copy of page 25 to be<br />

displayed on the interactive<br />

whiteboard<br />

Viewing sample<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Lesson 6<br />

Lesson Plan<br />

Introduction:<br />

1. Conduct an image search of dying plants and display them using the interactive whiteboard.<br />

What has happened to these plants? Did they have their needs met? How can you tell? What did<br />

these plants need to survive?<br />

Development:<br />

2. Using a think-pair-share, pupils answer the questions What do humans and animals need to survive?<br />

and What happens if humans and animals don't have their needs met?<br />

3. Using page 24, pupils reflect on their basic needs to complete the sentences; for example, if I was<br />

thirsty, I would drink water. Pupils then draw a picture of them meeting each need.<br />

Differentiation<br />

• Less able pupils can complete the sentences orally and have an adult scribe their sentences into<br />

'sentences' for them.<br />

• More able pupils should be encouraged to write and complete the sentences If I was breathless,<br />

I would … and If I had no protection, I would …<br />

4. In pairs, pupils share their sentences written on page 24. What basic human needs were not included<br />

on the page? What might happen if humans do not have access to shelter or air?<br />

5. Display the interactive game Happy Animals! It's a Dog's Life at . Click<br />

on the dog bone on the left-hand panel, then click on the dog on the couch. Pupils turn pets’ sad<br />

houses into happy houses. Read the information to the pupils and select individual pupils to drag<br />

the items to the animal. Why do you think toys have been included as needs? Do you think this is<br />

correct? Who is responsible for providing these needs to pets?<br />

6. Watch the online video What do Pets Need? at . Pupils think about a<br />

pet that they would like to have and, using a think-pair-share, discuss how they would take care of<br />

their pet's needs.<br />

Reflection:<br />

7. Display the Y-chart on page 25 and have pupils brainstorm the needs of each living thing.<br />

Draw and/or write each need in the relevant place.<br />

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Lesson 6<br />

My Basic Needs!<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

If I am hungry, I need ______________________.<br />

If I am thirsty, I need ______________________.<br />

If I am tired, I need ______________________.<br />

Viewing sample<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Lesson 6<br />

What do We Need?<br />

Humans<br />

Plants<br />

Viewing sample<br />

Animals<br />

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Assessment<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Teacher Notes<br />

<strong>Science</strong> Learning Concept<br />

All living things have a variety of basic needs.<br />

Indicators<br />

• Identifies humans, animals and plants.<br />

• Identifies the basic needs of a human, including air, food, water, sleep and protection.<br />

• Identifies the basic needs of a plant, including air, sunlight, water, soil and space.<br />

• Identifies the basic needs of an animal, including air, food, water, sleep and protection.<br />

Differentiation<br />

• Easier option—Page 27 requires pupils to draw a human, an animal and a plant of their choosing<br />

and draw or write the basic needs for each.<br />

• Harder option—Page 28 requires pupils to read and think about real-life contexts. Pupils then<br />

identify the needs of the humans, animals or plants and draw or write them in the correct place.<br />

Answers<br />

Page 27 and Page 28<br />

1. Teacher check<br />

Answers should include air, food, water, sleep and protection.<br />

Answers may also include love, warmth, shelter or clothing.<br />

2. Teacher check<br />

Answers should include air, food, water, sleep and protection.<br />

3. Teacher check<br />

Answers should include air, sunlight, water, soil and space.<br />

Viewing sample<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Assessment<br />

The Needs of Living Things<br />

Draw the living thing and its needs.<br />

1. Human My basic needs are …<br />

2. Animal My basic needs are …<br />

3. Plant My basic needs are …<br />

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27


Assessment<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Caring for Living Things<br />

1. We are going on a camping trip this weekend.<br />

What do we need to take to make sure all our needs are met?<br />

2. We are getting a new pet. I want to make a list of the things it<br />

needs so I know how to take care of it every day.<br />

What will my pet need?<br />

3. We have new plants in our garden. I get to take care of all the<br />

plants. I’ve never cared for plants before.<br />

What do plants need?<br />

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<strong>Science</strong>:<br />

28 A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

<strong>STEM</strong> Project<br />

Concepts Overview:<br />

<strong>STEM</strong> Project Overview<br />

Make a Home for a Parrot<br />

Pupils work in pairs to design and create a home for a parrot out of recycled and natural<br />

materials. The home must be able to hang in a tree and must meet the parrot’s needs. Pupils<br />

must then create a video of their bird house, describing the needs of the parrot and how the<br />

features of the home help to cater for these needs.<br />

<strong>Science</strong><br />

• Apply knowledge of living things to create a home for a bird that caters for its basic needs.<br />

Technology/Engineering<br />

• Apply the design process to plan, create and evaluate a home for a bird that caters for its<br />

basic needs.<br />

• Select appropriate materials and apply safety procedures while creating.<br />

• Create a digital video of the completed bird house, explaining the inclusion of each feature<br />

and how those features cater for the bird’s needs.<br />

Mathematics<br />

• Use informal measurement to ensure the home will be big enough for a parrot.<br />

Alternative Project Ideas:<br />

• As a class, grow a class vegetable garden, such as a vertical garden. Small groups can be<br />

allocated a garden bed each. Pupils decide how they will look after their garden bed to<br />

provide for the plants’ needs. They take digital photographs of their garden and print them,<br />

or upload them to to create a gardening book called Caring<br />

for Plants in the Garden.<br />

• In small groups, pupils create a worm farm in a glass jar. Pupils research worms to find out<br />

their basic needs. Pupils ensure they collect the materials required to cater for its needs<br />

and construct their worm farm in a glass jar. For full instructions, go to .<br />

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<strong>STEM</strong> Project<br />

<strong>STEM</strong> Project Curriculum Links<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

STRAND: LIVING THINGS<br />

Strand Unit: Plants and Animals<br />

• Observe, discuss and identify a variety of plants and animals in different habitats in the<br />

immediate environment.<br />

• Become aware of animals and plants of other environments.<br />

• Recognise and identify the external parts of living things (beak, feathers).<br />

SKILLS DEVELOPMENT/WORKING SCIENTIFICALLY<br />

• Questioning<br />

• Observing<br />

• Predicting<br />

• Investigating and experimenting<br />

• Estimating and measuring<br />

• Analysing<br />

• Recording and communicating<br />

DESIGNING AND MAKING<br />

• Exploring<br />

• Planning<br />

• Making<br />

• Evaluating<br />

Viewing sample<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Teacher Notes<br />

<strong>STEM</strong> Project<br />

<strong>STEM</strong> Project: Make a Home for a Parrot<br />

Pupils work in pairs to design and create a home for a parrot out of recycled and natural<br />

materials. The home must be able to hang in a tree and must meet the parrot’s needs. Pupils<br />

must then create a video of their bird house, describing the needs of the parrot and how the<br />

features of the home help to cater for these needs.<br />

Estimated duration: 4 weeks<br />

1. Introduce the project<br />

• Read the problem on page 32 to pupils.<br />

• Watch the first 27 seconds of the online<br />

video clip from the film Rio at . This video clip shows<br />

a macaw and its owner getting ready in the<br />

morning in a very unusual way.<br />

• As a class, ask pupils to close their eyes<br />

and think about these questions: Do all<br />

birds live the way Blu lives in the film clip?<br />

What kinds of homes do birds live in? What<br />

do they need in their home to survive?<br />

• Read the task and the important things to<br />

do on page 32 to pupils. Show pupils the<br />

cardboard cut–out of a parrot using page<br />

34. Pupils will need to make sure their bird<br />

home will fit a parrot of this size. Note:<br />

Keep the design brief on display on the<br />

interactive whiteboard or print an A3 copy<br />

and put it on display for pupils to refer to.<br />

2. Find out information<br />

• Provide time for pupils to find out<br />

information about birds.<br />

——<br />

Place images of different bird homes on<br />

the interactive whiteboard for pupils to<br />

look at.<br />

——<br />

Provide a selection of non-fiction<br />

and fiction texts for pupils to look at,<br />

ensuring that only factual information is<br />

transferred.<br />

——<br />

Talk to people that care for birds<br />

such as zookeepers, pet owners<br />

and vets to see how they care<br />

for birds.<br />

3. Design, plan and manage resources<br />

• Pupils plan their bird home and create a<br />

diagram of it, labelling the features that<br />

cater for the bird’s needs. They should also<br />

draw the needs of the bird around the bird<br />

home to ensure they cater for each one.<br />

• Pupils collect the materials necessary.<br />

Remind pupils about resource<br />

management, conserving resources and<br />

ensuring that resources are shared.<br />

4. Create<br />

• Pupils choose which materials they will use<br />

to make each feature of their bird home.<br />

• Pupils create their bird home according to<br />

their diagram.<br />

5. Evaluate and refine<br />

• Pupils evaluate their designed bird home<br />

to ensure that all the criteria on page 32 is<br />

included.<br />

• Pupils make any adjustments necessary to<br />

their designed product.<br />

6. Communicate<br />

• Pupils create a video of the bird home<br />

using a tablet computer application or a<br />

digital camera, explaining to Jack the things<br />

birds need to survive and how each feature<br />

of the home caters for the bird’s needs.<br />

• Display the bird feeders outside and<br />

have pupils, in their pairs, take turns to<br />

share the features of their bird home and<br />

explain how it will help a parrot meet its<br />

needs.<br />

• Pupils complete the self-assessment<br />

on page 35 to show how well they<br />

participated and cooperated.<br />

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<strong>STEM</strong> Project<br />

Project Brief<br />

The problem<br />

Jack is five years old and wants to own a<br />

pet. Every time his parents take him to the<br />

pet shop, he looks at all the birds in every<br />

cage. He hopes that one day he is allowed to<br />

take one home. His parents always say that Jack<br />

is too young for a pet and that he doesn't know<br />

how to look after it.<br />

How can Jack show his parents that he knows<br />

how to care for a bird?<br />

The task<br />

• Design and create a home for a wild bird that<br />

Jack could use to show his parents that he<br />

knows how to take care of birds.<br />

• Create a video of the bird home using<br />

a tablet computer application or a digital<br />

camera, explaining to Jack the things birds<br />

need to survive and how each feature caters<br />

for the bird’s needs.<br />

Important things you need to do!<br />

• You must work in pairs.<br />

• You must use recycled<br />

and natural materials<br />

found at home<br />

or at school.<br />

WATER<br />

WATER<br />

• Your bird home<br />

must be able to<br />

hang in a tree.<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Viewing sample<br />

• It must be able to<br />

fit a parrot inside it.<br />

• You must cater for the<br />

bird's five basic needs.<br />

• The video must include<br />

instructions to Jack<br />

about how to care for<br />

a bird, using the features<br />

of the bird home.<br />

32<br />

<strong>Science</strong>:<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Project Steps<br />

<strong>STEM</strong> Project<br />

Find out information<br />

Learn about the needs of birds.<br />

Talk to people who own birds to find out how they care for them.<br />

Read books about pet birds and birds that live in the wild.<br />

Look at pictures of birds and their needs on the Internet.<br />

Learn about different homes for birds.<br />

Look at pictures of bird cages for pets.<br />

Look at pictures of bird houses made from recycled materials.<br />

Look at pictures of bird homes in the wild.<br />

Design, plan and collect resources<br />

Plan your bird home.<br />

Draw a picture of your bird home.<br />

Draw/write the needs of your bird and how it will get these.<br />

Collect the materials you need.<br />

Create<br />

Create your bird home.<br />

Choose which materials to use for each part of the home.<br />

Make the bird home.<br />

Check and make changes<br />

Check that it is correct and you are happy with it.<br />

Viewing sample<br />

Check that all the important things in the Project Brief were done.<br />

Check that you and your partner are happy with it.<br />

Communicate<br />

Use a tablet computer to record a video.<br />

Talk about how the parts of the home meet the bird’s needs.<br />

Tell Jack how to care for the birds.<br />

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<strong>STEM</strong> Project<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Parrot Template<br />

Create a parrot template to help pupils to correctly size their bird house. Attach<br />

an A4 copy of this parrot to thick cardboard and cut out. Make a few templates<br />

for pupils to share or make one for each pair.<br />

Viewing sample<br />

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Living Things<br />

LIVING THINGS HAVE NEEDS<br />

<strong>STEM</strong> Project<br />

Self- assessment<br />

Pupil name:<br />

Date:<br />

I listened to my partner.<br />

I came up with ideas.<br />

<strong>STEM</strong> Project: Make a Home for a Parrot<br />

I helped to find out information.<br />

I helped to collect materials.<br />

I helped to make the plan.<br />

I helped to make the design.<br />

The project was: easy hard<br />

The best part was …<br />

Viewing sample<br />

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<strong>STEM</strong> Project<br />

Group Assessment Rubric<br />

Living Things<br />

LIVING THINGS HAVE NEEDS<br />

Group members:<br />

CRITERIA<br />

Project Task:<br />

Create a home for a bird that caters for its basic needs. Record a video of the bird home<br />

explaining how it meets the bird’s needs.<br />

<strong>Science</strong> knowledge<br />

Creates a home for a wild bird that caters for its basic needs—food, water, air, sleep and<br />

protection.<br />

<strong>Science</strong> skills<br />

Creates a labelled diagram of their bird home, including the features and the basic needs<br />

of a bird.<br />

Plans, conducts and evaluates an investigation to find out what things a bird needs<br />

to survive and how they obtain these.<br />

Communicates science understanding correctly, clearly and concisely using a digital video.<br />

Technology/Engineering skills<br />

Plans and designs a bird home that caters for its basic needs.<br />

Investigates and uses a range of materials to represent features of the bird home.<br />

Creates a bird home using materials and tools safely.<br />

Evaluates designed products to ensure they meet the criteria and makes any necessary<br />

changes.<br />

Plans and creates a digital video, using a tablet computer or digital camera, to explain the<br />

needs of a bird and how to care for a bird.<br />

Mathematics<br />

Uses informal measurement to ensure the bird home will fit a parrot inside.<br />

Group skills<br />

1 = Below expectation<br />

2 = Meeting expectation<br />

3 = Above expectation<br />

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All group members contributed fairly and appropriately.<br />

All group members collaborated and communicated effectively.<br />

Group members were able to resolve conflicts independently.<br />

36<br />

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Energy and Forces<br />

HOW THINGS MOVE<br />

movement<br />

move<br />

fly<br />

walk<br />

Keywords<br />

jump<br />

crawl<br />

slide<br />

roll<br />

position<br />

speed<br />

Viewing sample<br />

force<br />

push<br />

swim<br />

slither<br />

climb<br />

bounce<br />

spin<br />

motion<br />

pull<br />

ramp<br />

surface<br />

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Unit Overview<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

The way objects move depends on a variety of factors, including their size and shape.<br />

Lesson 1<br />

How do humans and<br />

other animals move?<br />

Lesson 2<br />

How do objects move?<br />

Can they move by<br />

themselves?<br />

Lesson 3<br />

How does the size and<br />

shape of an object<br />

change how it rolls?<br />

Lesson 4<br />

How does the size and<br />

shape of an object<br />

change how it slides?<br />

Lesson 5<br />

How does the size<br />

and shape of an<br />

object change how it<br />

bounces?<br />

Lesson 6<br />

How does the size and<br />

shape of an object<br />

change how it spins?<br />

Pupils use their prior knowledge of living things to predict<br />

how humans and animals move. They investigate the body<br />

features animals use to move in different ways and sort<br />

animal cards into groups according to how they move. Pupils<br />

watch an online video that explains how animals move in<br />

simple terms.<br />

Pupils reflect on how humans and animals move to predict if<br />

objects move in the same way. Pupils are introduced to the<br />

terms 'motion', 'position', 'speed' and 'force' using simple<br />

definitions and word wall cards. They then investigate a<br />

range of objects to identify how they move.<br />

Pupils identify objects that move using a rolling motion.<br />

They predict how the size and shape of an object affects the<br />

speed and distance that it rolls. They conduct an experiment<br />

to compare two objects rolling down a ramp and record their<br />

observations using a simple table.<br />

Pupils identify objects that can slide along a smooth surface.<br />

They predict how the size and shape of an object affects<br />

the speed and distance that it slides. They conduct an<br />

experiment to compare two objects sliding down a ramp and<br />

record their observations using a simple table.<br />

Pupils identify objects that bounce and the actions needed<br />

to put objects into a bouncing motion. They predict how<br />

the size and shape of a ball affects the height it bounces to<br />

and the direction it bounces. They conduct an experiment<br />

to compare two different balls by dropping each ball from<br />

a controlled height at the same time, discussing their<br />

observations as they conduct the experiment.<br />

Pupils identify toys that spin and the actions needed to put<br />

objects into a spinning motion. They predict how the size<br />

and weight of cardboard tube spinners affects the speed and<br />

duration at which they spin. They conduct an experiment to<br />

compare two different-sized or weighted cardboard tubes,<br />

using a controlled flick to get the object in motion, discussing<br />

their observations as they conduct the experiment.<br />

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Pages<br />

40-43<br />

44-47<br />

48-51<br />

52-55<br />

56-57<br />

58-59<br />

Summative Assessment<br />

<strong>STEM</strong> Project<br />

Roll Down the Racetrack<br />

Pupils demonstrate their knowledge of different types of<br />

motion by identifying toys that roll, slide, bounce and spin.<br />

Pupils create a racetrack for a toy sports car and a toy fire<br />

engine to roll down at the same time. They will then create a<br />

video describing the shape, size and weight of each vehicle<br />

and showing which vehicle moved faster/slower and which<br />

travelled further.<br />

60-62<br />

63-69<br />

38<br />

<strong>Science</strong>:<br />

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Energy and Forces<br />

HOW THINGS MOVE<br />

Unit Overview<br />

Curriculum Scope and Sequence Chart<br />

Lesson 1<br />

Lesson 2<br />

Lesson 3<br />

Lesson 4<br />

Lesson 5<br />

Lesson 6<br />

Strand: Living Things – Strand Unit: Myself<br />

• Identify parts of the male and female body.<br />

Strand: Living Things – Strand Unit: Plants and Animals<br />

• Observe, discuss and identify a variety of plants and animals in different habitats in<br />

the immediate environment.<br />

• Become aware of animals and plants of other environments.<br />

• Sort and group living things into sets.<br />

• Recognise and identify the external parts of living things.<br />

Strand: Energy and Forces – Strand Unit: Forces<br />

• Explore, through informal activity with toys, forces such as pushing and pulling.<br />

Strand: Energy and Forces – Strand Unit: Forces<br />

• Explore, through informal activity with toys, forces such as pushing and pulling.<br />

• Explore how the shape of objects can be changed by squashing, pulling and other<br />

forces.<br />

• Investigate how forces act on objects.<br />

Strand: Energy and Forces – Strand Unit: Forces<br />

• Explore, through informal activity with toys, forces such as pushing and pulling.<br />

• Explore how the shape of objects can be changed by squashing, pulling and other<br />

forces.<br />

• Investigate how forces act on objects.<br />

Strand: Energy and Forces – Strand Unit: Forces<br />

• Explore, through informal activity with toys, forces such as pushing and pulling.<br />

• Explore how the shape of objects can be changed by squashing, pulling and other<br />

forces.<br />

• Investigate how forces act on objects.<br />

Strand: Energy and Forces – Strand Unit: Forces<br />

• Explore, through informal activity with toys, forces such as pushing and pulling.<br />

• Explore how the shape of objects can be changed by squashing, pulling and other<br />

forces.<br />

• Investigate how forces act on objects.<br />

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Lesson 1<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

How do humans and other animals move?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Predicting<br />

• Investigating and Experimenting<br />

• Analysing (sorting and classifying)<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils identify types of human and animal movement<br />

and observe animals moving in different ways using<br />

online videos.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing online videos.<br />

• Participating in a brainstorm using an online<br />

mind-mapping tool.<br />

• Participating in an online interactive activity<br />

to group animals by how they move.<br />

• Taking a digital photograph of sorted cards as<br />

evidence of their learning.<br />

Background Information<br />

• Humans and animals perform different types of<br />

movement depending on their body features and the<br />

conditions of their environment. They move to meet<br />

their basic needs.<br />

• Pupils should be familiar with most of the types of<br />

movement used within the lesson. It may be helpful<br />

to explain the difference between walking, running<br />

and crawling, and the difference between sliding and<br />

slithering.<br />

• Answers to the sorting activity:<br />

——<br />

Animals that fly—bird, bee, butterfly<br />

——<br />

Animals that walk/run—dog, cat, spider<br />

——<br />

Animals that swim—fish, dolphin, ray<br />

——<br />

Animals that slither—worm, snake, snail<br />

——<br />

Animals that climb—koala, monkey, sloth<br />

——<br />

Animals that jump—kangaroo, rabbit, frog<br />

——<br />

Animals that crawl—tortoise, crocodile, caterpillar<br />

——<br />

Animals that slide—walrus, seal, penguin<br />

Assessment Focus:<br />

• Use the brainstorm in the<br />

Introduction and the Reflection<br />

to assess the pupil's prior<br />

knowledge of human and<br />

animal movements.<br />

• Use the digital photograph<br />

of the pupil's sorted groups<br />

as evidence of learning for<br />

portfolios or pupil workbooks.<br />

Resources<br />

• Online mind-mapping tool<br />

<br />

• Online video —How Animals<br />

Move <br />

• Online interactive game—<br />

Grouping Animals (Sorting<br />

Animals – How they Move)<br />

<br />

• Copy of animal cards on pages<br />

42 and 43 for each pair. These<br />

should be cut and laminated<br />

prior to the lesson (see<br />

Differentiation for each set).<br />

• Digital camera or a tablet<br />

computer (optional)<br />

• Online video—Sesame Street<br />

– Watch these Baby Animals<br />

Move at <br />

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Energy and Forces<br />

HOW THINGS MOVE<br />

Lesson 1<br />

Lesson Plan<br />

Introduction:<br />

1. Using an online mind-mapping tool such as , write the question<br />

How do humans and other animals move? in the centre box. Read the question aloud to pupils and<br />

allow 30 seconds of silence for them to think about all the different ways of movement. Conduct<br />

a brainstorm with pupils to identify their ideas and add child nodes to the mind map to list pupils'<br />

ideas. Alternatively, conduct this activity on a large piece of paper.<br />

Development:<br />

2. View the video How Animals Move at . This video explains different<br />

types of movement with examples of how humans and insects demonstrate each action. Pause the<br />

video after each action is demonstrated by the hosts and ask pupils to demonstrate the action on<br />

the spot. Which actions could you do easily? Which actions couldn’t you do? (e.g. flying) What do<br />

humans need to allow them to move through the air?<br />

3. Play the interactive game Grouping Animals (Sorting Animals – How they Move) at . Choose pupils to participate in sorting the animals according to how they move—<br />

flying, walking, swimming and slithering. Pupils should be encouraged to describe which body part<br />

the animal uses to move. Alternatively, use some of the pre-prepared animal cards on page 42.<br />

4. Divide the class into pairs and give each pair a set of the pre-prepared animal cards and headings<br />

from page 42 and the top half of page 43. Read the headings to pupils and encourage them to<br />

look at the initial sounds in each word to help them read the words independently during the<br />

activity. Pupils work together to sort the animals by how they move. Pupils then take a digital<br />

photograph of their sorted groups using a tablet computer or digital camera. These can be printed<br />

and used as evidence.<br />

Differentiation<br />

• Less able pupils may be limited to using the animal cards on page 42. These cards only focus<br />

on flying, swimming, walking/running and slithering, as demonstrated in the interactive game<br />

Grouping Animals (Sorting Animals – How they Move).<br />

• More able pupils may be encouraged to use all animal movement cards on pages 42 and 43.<br />

These cards include harder-to-differentiate groups such as identifying if animals walk/run or<br />

crawl and if animals slither or slide. Pupils will need to know the meaning of these five words.<br />

5. Watch the video Sesame Street – Watch these Baby Animals Move at .<br />

This video explains how other animals move, including mammals, birds, reptiles and fish.<br />

Reflection:<br />

6. Re-visit the online mind-mapping tool and read through each type of movement that was<br />

suggested during the Introduction activity. As each type of movement is suggested, pupils should<br />

name an animal that uses that type of movement in its everyday life. Add any further types of<br />

animal movement that pupils suggest. Note: The animal movement cards from the sorting activity<br />

can be used to prompt pupils' ideas if necessary.<br />

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Lesson 1<br />

Animal Movements – 1<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

Animals that fly<br />

Animals that walk or run<br />

Animals that swim<br />

Animals that slither<br />

dog fish bird<br />

snake dolphin bee<br />

cat snail spider<br />

Viewing sample<br />

butterfly worm ray<br />

42<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Energy and Forces<br />

HOW THINGS MOVE<br />

Animal Movements – 2<br />

Lesson 1<br />

Animals that climb<br />

Animals that jump<br />

kangaroo koala rabbit<br />

sloth frog monkey<br />

Animals that crawl<br />

Animals that slide<br />

tortoise seal crocodile<br />

Viewing sample<br />

walrus penguin caterpillar<br />

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Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH 43


Lesson 2<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

How do objects move? Can they move by themselves?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Predicting<br />

• Investigating and experimenting<br />

• Analysing<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils observe how everyday objects move from one<br />

place to another, including rolling, sliding, spinning and<br />

bouncing.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing digital texts, including online videos.<br />

• Identifying and exploring how objects use forces to move.<br />

• Participating in a class vote by answering yes or no to<br />

a given question.<br />

• Using mathematical language to describe the size and<br />

weight of objects and the speed and distance at which<br />

they move.<br />

Background Information<br />

• Objects move when they are acted upon by a force. This<br />

force can be an environmental factor such as gravity or a<br />

force exerted by human activity.<br />

• For simple explanations of motion, position, speed and<br />

force with images as examples, see page 46.<br />

• For the purpose of this unit, the focus will be on how<br />

things move by rolling, sliding, bouncing and spinning,<br />

and how size, shape and weight affect their movement.<br />

• Rolling means to move in a continuous motion with<br />

constant contact along a surface, turning over and over.<br />

• Sliding means to move in a continuous motion with<br />

constant contact between one surface of an object and<br />

another smooth surface.<br />

• Bouncing means to move in a continuous motion making<br />

contact with the ground for a short period of time before<br />

rebounding into the air.<br />

• Spinning means to move in a continuous, circular, turning<br />

motion with constant contact between the object and a<br />

smooth surface, either on a spot or along a path.<br />

Assessment Focus:<br />

• Use page 47 to assess the pupil's<br />

understanding of how objects<br />

move, including rolling, sliding,<br />

bouncing and spinning.<br />

Resources<br />

• Online video—Force and<br />

Motion at <br />

• A copy of the cards on<br />

page 46. These may<br />

be coloured, cut and<br />

laminated prior to the<br />

lesson.<br />

• A selection of objects that<br />

move in different ways,<br />

such as a toy car, a tennis<br />

ball, a wooden block, a<br />

fidget spinner or spinning<br />

top, and a hula hoop<br />

• A copy of page 47 for each<br />

pupil<br />

Viewing sample<br />

44<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Energy and Forces<br />

HOW THINGS MOVE<br />

Lesson 2<br />

Lesson Plan<br />

Introduction:<br />

1. Take the class outside to conduct a five-minute movement relay with the pupils. Divide the class<br />

into teams of six and place three pupils from each team at one end of the relay and the other three<br />

pupils at the other end. Call out a type of movement, such as walking, running, crawling, hopping<br />

or jumping. Pupils must perform that movement during the relay until another type of movement<br />

is called. Alternatively, these movements can be performed on the spot in a classroom if there is<br />

sufficient space.<br />

Development:<br />

2. Watch the video Force and Motion at . This video provides simple<br />

definitions of the words 'motion', 'position' and 'speed' and explains different types of motion (up,<br />

down, forwards, backwards, round and round, and zigzag) and different ways we can get stationary<br />

objects in motion (push, pull, hit it with another object, and blow on it). Alternatively, use the word<br />

wall posters on page 46 and read the definitions to pupils.<br />

3. Using the word wall posters on page 46, reinforce the words and concepts; for example, ‘When<br />

objects are moving they are in motion’, ‘Objects can move along different paths while in motion’,<br />

‘Objects move from one position to another’, ‘Objects move at different speeds’ and ‘Objects use<br />

different forces to move’. Note: If the posters were used in Step 2, skip this step.<br />

4. Display a selection of objects that roll, slide, bounce and spin. Some examples are listed in the<br />

Resources on page 44. Ask pupils Can these objects move on their own the same way humans and<br />

animals can? Conduct a class Yes/No vote and record the tally on the whiteboard.<br />

5. Divide the class into groups of five or six and give each group a set of five objects that move<br />

differently. Some examples are listed in the Resources section on page 44. Pupils explore how each<br />

object moves and individually record their observations by writing 'yes' or 'no' in each column on<br />

page 47.<br />

Differentiation<br />

• Less able pupils may place a tick or cross in each column and may be assisted by an adult to<br />

read each question.<br />

• More able pupils may be encouraged to complete page 47 then find additional objects and see<br />

how they move. Pupils can record their objects on the back of page 47.<br />

Reflection:<br />

6. Name a type of movement (e.g. roll, slide, bounce, spin, walk, crawl, fly, fall) and, using a thinkpair-share,<br />

pupils decide if an object, an animal, or both objects and animals can move in this way.<br />

Pupils should be encouraged to provide examples to justify their decision.<br />

Viewing sample<br />

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Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH 45


Lesson 2<br />

Word Wall Posters<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

Motion<br />

Motion is movement from one place to another.<br />

UP<br />

FORWARDS BACKWARDS<br />

in<br />

Position<br />

Position is the place where something is.<br />

on<br />

Speed<br />

DOWN<br />

under next to behind in front of<br />

ROUND<br />

AND<br />

ROUND<br />

IN ON UNDER NEXT TO BEHIND IN FRONT OF BETWEEN<br />

Speed is how fast or slow something moves.<br />

SLOW<br />

between<br />

ZIGZAG<br />

Viewing sample<br />

Force<br />

A force is needed to make something move.<br />

throw<br />

push<br />

pull<br />

fall<br />

kick<br />

46<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Energy and Forces<br />

HOW THINGS MOVE<br />

How do these Objects Move?<br />

Lesson 2<br />

Does it roll?<br />

Does it slide?<br />

Does it<br />

bounce?<br />

Does it spin?<br />

Viewing sample<br />

Draw the<br />

object.<br />

www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 <strong>Science</strong>:<br />

Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH 47


Lesson 3<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

How does the size and shape of an object change how it rolls?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Predicting<br />

• Investigating and experimenting<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils observe how the size and shape of everyday objects<br />

affect how they roll from one place to another by placing<br />

objects on a ramp.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing online videos.<br />

• Identifying and exploring how different-sized and shaped<br />

objects roll.<br />

• Participating in a class vote by answering given questions.<br />

• Using hefting to determine which object in a pair is heavier<br />

and which is lighter.<br />

• Using mathematical language to describe the size and<br />

weight of objects and the speed and distance at which<br />

they move.<br />

Background Information<br />

• Rolling means to move in a continuous motion with<br />

constant contact along a surface, turning over and over.<br />

• Objects that roll often have wheels or rounded surfaces,<br />

such as cars or balls. When enough force is applied, other<br />

objects such as a dice will roll, but will often lose contact<br />

with the surface for brief periods of time.<br />

• It is difficult for young children to accurately determine<br />

factors that affect rolling as, scientifically, it involves the<br />

mass-density ratios of each object, the speed at which<br />

they are travelling, the distance they are travelling and<br />

the type of surface they are travelling on.<br />

• For the purpose of this unit, pupils should discover that<br />

heavy objects will roll faster and further down a ramp<br />

than similar-sized and shaped objects, and that big<br />

objects may roll faster or slower down a ramp than a<br />

small object, depending on the mass and shape of each<br />

object.<br />

• For instructions on how to construct a cereal box ramp,<br />

go to .<br />

Assessment Focus:<br />

• Use page 51 to assess the pupil's<br />

observation and recording skills.<br />

• Use observation records<br />

to monitor the pupil's<br />

understanding of how the size<br />

and shape of an object affects<br />

how it rolls during the discussion<br />

in the Reflection section.<br />

Resources<br />

• Access to a playground<br />

slide or an online image of a<br />

playground slide<br />

• A small toy car for each<br />

group<br />

• A sandpit truck or other<br />

large toy truck for each<br />

group<br />

• A tennis ball for each group<br />

• A basketball for each group<br />

• A large roll of thick masking<br />

tape for each group<br />

• A small roll of thin sticky tape<br />

for each group<br />

• A cereal box ramp for each<br />

group. These will need to be<br />

made prior to the lesson to<br />

save time. These ramps will<br />

be re-used in Lesson 4.<br />

• Digital copy of page 50 for<br />

display on the interactive<br />

whiteboard<br />

• A copy of page 51 for<br />

each pupil<br />

• Online video about<br />

changing the surface an<br />

object moves on at <br />

Viewing sample<br />

48<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Energy and Forces<br />

HOW THINGS MOVE<br />

Lesson 3<br />

Lesson Plan<br />

Introduction:<br />

1. Take the class outside and, using a tennis ball, conduct a five-minute ramp introduction using the<br />

playground slide. Alternatively, display an online image of a playground slide. Determine pupils'<br />

prior knowledge of ramps by asking How do objects move down ramps? Do they slide? Do they<br />

spin? Do they roll? Do they bounce? Demonstrate an object rolling, bouncing and spinning down<br />

the slide using the tennis ball and demonstrate sliding by asking all pupils to slide down the slide.<br />

Note: This lesson will focus only on rolling. The other types of movement will be covered in Lessons<br />

4–6.<br />

Development:<br />

2. Display a small toy car, a sandpit truck or other large toy truck, a tennis ball, a basketball, a large roll<br />

of thick masking tape and a small roll of thin sticky tape. How do these objects move? Why do you<br />

think these objects roll? Explain that objects often roll if they have wheels or rounded faces.<br />

3. Display a digital copy of page 50. Point to the two objects in the first row and ask Which object<br />

will roll faster? Conduct a class vote to tally pupils' predictions about which object they think will<br />

roll faster. Repeat the question for all pairs of objects. Conduct another vote to record pupils<br />

predictions about which object in each pair will roll further and record the tally at the bottom of<br />

page 50.<br />

4. Give each group a cardboard box ramp, a small toy car, a sandpit truck or other large toy truck, a<br />

tennis ball, a basketball, a large roll of thick masking tape and a small roll of thin sticky tape. Pupils<br />

experiment to find how the size and shape of each object affects how they roll by placing two<br />

objects at the top of their ramp and letting go at the same time. Pupils should be encouraged to<br />

try the same two objects multiple times to ensure their observations are correct. Using page 51,<br />

pupils individually record their observations by circling the object that is heavier, lighter, faster and<br />

travelled the furthest.<br />

Differentiation<br />

• Less able pupils may work as a group to complete page 51 or can work with an adult to test<br />

each pair of objects.<br />

• More able pupils may be encouraged to complete page 51 then find additional objects and<br />

see how their size and shape affect how they roll. Pupils can record their objects on the back<br />

of page 51.<br />

5. Watch the video at , which shows children rolling different objects<br />

down a grass hill and a downhill path. Discuss which object rolled the fastest and which object<br />

rolled the furthest.<br />

Viewing sample<br />

Reflection:<br />

6. Using a think-pair-share, ask pupils to discuss the question What things change how an object rolls?<br />

Pupils should be encouraged to think about the size, the weight and the surface that it is rolling on.<br />

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Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH 49


Lesson 3<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

How Size and Shape Affect Rolling – 1<br />

Which object will roll faster?<br />

Which object will roll further?<br />

Viewing sample<br />

50<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Energy and Forces<br />

HOW THINGS MOVE<br />

How Size and Shape Affect Rolling – 2<br />

Lesson 3<br />

Test the<br />

two objects.<br />

Which object<br />

was heavier?<br />

Which object<br />

was lighter?<br />

Which object<br />

moved faster?<br />

Which object<br />

moved further?<br />

Viewing sample<br />

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Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH 51


Lesson 4<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

How does the size and shape of an object change<br />

how it slides?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Predicting<br />

• Investigating and experimenting<br />

• Communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils observe how the size and shape of everyday<br />

objects affect how they slide from one place to<br />

another by placing objects on a ramp.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing online videos.<br />

• Identifying and exploring how different-sized<br />

and shaped objects slide.<br />

• Participating in a class vote by answering given<br />

questions.<br />

• Using hefting to determine which object in a pair<br />

is heavier and which is lighter.<br />

• Using mathematical language to describe the size<br />

and weight of objects and the speed and distance<br />

at which they move.<br />

Background Information<br />

• Sliding means to move in a continuous motion<br />

with constant contact between one surface of an<br />

object and another smooth surface.<br />

• Objects that slide often have flat surfaces, such as<br />

boxes or beanbags. Objects with smooth surfaces<br />

slide more easily than those with rough surfaces.<br />

• It is difficult for young children to accurately<br />

determine factors that affect sliding as,<br />

scientifically, it involves mass-density ratios of each<br />

object, the speed at which they are travelling, the<br />

distance they are travelling and the type of surface<br />

they are travelling on.<br />

• For the purpose of this unit, pupils should<br />

discover that heavy objects will slide faster and<br />

further down a ramp than similarly-sized and<br />

shaped objects, and that big objects may slide<br />

faster or slower down a ramp than a small object,<br />

depending on the weight and shape of each<br />

object.<br />

Assessment Focus :<br />

• Use page 55 to assess the pupil's<br />

observation and recording skills.<br />

• Use observation records to monitor<br />

the pupil's understanding of how the<br />

size and shape of an object affects how<br />

it slides during the discussion in the<br />

Reflection section.<br />

Resources<br />

• Cardboard ramps (created in<br />

Lesson 3) for each group<br />

• A small, rectangular wooden<br />

construction block for each group<br />

• A large, rectangular wooden<br />

construction block for each group<br />

• An empty tissue box for each group<br />

• A full tissue box for each group<br />

• A small teddy bear for each group<br />

• A toy doll for each group<br />

• A plastic sandpit scoop for each<br />

group<br />

• A plastic sandpit sieve for each<br />

group<br />

• A beanbag for each group<br />

• A plastic sports cone for each<br />

group<br />

• Digital copy of page 54 for display<br />

on the interactive whiteboard<br />

• A copy of page 55 for each pupil<br />

• Online video—Snow Daze <br />

Viewing sample<br />

52<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Energy and Forces<br />

HOW THINGS MOVE<br />

Lesson 4<br />

Lesson Plan<br />

Introduction:<br />

1. Place a cardboard ramp used during Lesson 3 at the front of the class. Ask pupils If I placed two<br />

objects at the top of this ramp, which types of motion could they use to travel down the ramp? (They<br />

can roll, slide, spin or bounce.) What causes objects to roll at different speeds and for different<br />

distances? (Their size and shape.)<br />

Development:<br />

2. Display a small, rectangular wooden construction block, a large, rectangular wooden construction<br />

block, an empty tissue box, a full tissue box, a small teddy bear, a toy doll, a plastic sandpit scoop,<br />

a plastic sandpit sieve, a beanbag and a plastic sports cone. How do these objects move? (They<br />

slide.) Why do you think these objects slide? Explain that objects often slide if they have a flat<br />

surface.<br />

3. Display a digital copy of page 54. Point to the two objects in the first row and ask Which object<br />

will slide faster? Conduct a class vote to tally pupils' predictions about which object they think will<br />

slide faster. Repeat the question for all pairs of objects. Conduct another vote to record pupils'<br />

predictions about which object in each pair will slide further and record the tally at the bottom of<br />

page 54.<br />

4. Divide the class into groups of five or six and give each group a ramp (created in Lesson 3), a<br />

small, rectangular wooden construction block, a large, rectangular wooden construction block, an<br />

empty tissue box, a full tissue box, a small teddy bear, a toy doll, a plastic sandpit scoop, a plastic<br />

sandpit sieve, a beanbag and a plastic sports cone. Pupils experiment to find how size and shape<br />

affect how objects slide by placing two objects at the top of their ramp and letting go at the same<br />

time. Pupils should be encouraged to try the same two objects multiple times to ensure their<br />

observations are correct. Using page 55, pupils individually record their observations by circling<br />

the object that is heavier, lighter, faster and travelled the furthest.<br />

Differentiation<br />

• Less able pupils may work as a group to complete page 55 or can work with an adult to test<br />

each pair of objects.<br />

• More able pupils may be encouraged to complete page 55 then find additional objects and see<br />

how their size and shape affect how they slide. Pupils can record their objects on the back of<br />

page 55.<br />

5. Watch the video at . This video shows cartoon animal characters<br />

attempting to slide down a snowy hill before searching for objects they can use to help them slide.<br />

Discuss why the characters couldn't slide down the snowy hill at the beginning and how they used<br />

objects to help them slide. Discuss the movement made by the duck before he eventually slid<br />

down the hill.<br />

Viewing sample<br />

Reflection:<br />

6. Using a think-pair-share, pupils discuss the question What things change how an object slides?<br />

Pupils should be encouraged to think about an object's size, weight and the surface that it is<br />

sliding on.<br />

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Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH 53


Lesson 4<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

How Size and Shape Affect Sliding – 1<br />

Which object will slide faster?<br />

Which object will slide further?<br />

Viewing sample<br />

54<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Energy and Forces<br />

HOW THINGS MOVE<br />

How Size and Shape Affect Sliding – 2<br />

Lesson 4<br />

Which object<br />

was heavier?<br />

Which object<br />

was lighter?<br />

Which object<br />

moved faster?<br />

Which object<br />

moved further?<br />

Viewing sample<br />

Test the<br />

two objects.<br />

www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 <strong>Science</strong>:<br />

Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH 55


Lesson 5<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

How does the size and shape of an object change<br />

how it bounces?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Predicting<br />

• Investigating and experimenting<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils observe how the size and shape of different balls<br />

affect the way they bounce by dropping balls from a<br />

controlled height.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing digital texts, including online animations.<br />

• Identifying and exploring how different-sized and shaped<br />

balls bounce.<br />

• Participating in a class vote by answering yes or no to<br />

a given question.<br />

• Using mathematical language to describe the size and<br />

weight of objects and the speed and distance at which<br />

they move.<br />

Background Information<br />

• Bouncing means to move in a continuous motion,<br />

making contact with the ground for a short period of<br />

time before rebounding into the air.<br />

• Objects that bounce are often made of plastic or rubber<br />

containing air inside, such as balls. Other objects made<br />

from different materials may also bounce but may not<br />

contain the energy to continue bouncing.<br />

• It is difficult for young children to accurately determine<br />

factors that affect bouncing as, scientifically, it involves<br />

mass-density ratios of each object, the speed at which<br />

they are travelling, the distance they are travelling, the<br />

type of surface they are bouncing on and the amount of<br />

gravity and air resistance acting on the object.<br />

• For the purpose of this unit, pupils should discover that<br />

two objects of different weights will fall at the same rate<br />

from a given position, regardless of their mass, but will<br />

bounce to a different height. Pupils should also discover<br />

that different-shaped balls will bounce in different<br />

directions.<br />

Assessment Focus:<br />

• Use observation records to<br />

monitor the pupil's planning<br />

and conducting skills during the<br />

experiments and to monitor the<br />

pupil's understanding of how the<br />

size and shape of an object affect<br />

how it slides during the discussion<br />

in the Reflection section.<br />

Resources<br />

• Online animation—Bouncing<br />

Ball at <br />

• Basketball court access<br />

• A basketball for each group<br />

• A tennis ball for each group<br />

• A golf ball for each group<br />

• A small foam or PVC ball for<br />

each group<br />

• A rugby ball for each group<br />

• A beach ball for each group<br />

Viewing sample<br />

56<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Energy and Forces<br />

HOW THINGS MOVE<br />

Lesson 5<br />

Lesson Plan<br />

Introduction:<br />

1. Watch the short animation that demonstrates bouncing at . Ask pupils<br />

What type of motion are they using? (How are they moving?) Did they start and finish bouncing<br />

in the same position (place)? What speed did they bounce? (Did they bounce fast or slow?) Can<br />

objects really start bouncing without any help from humans? What happened to the sack at the end<br />

of the animation? What do we need to be careful of when we are bouncing objects high into the air?<br />

Development:<br />

2. Take pupils to a basketball court and divide the class into groups of six. Conduct a five-minute<br />

movement relay by placing three pupils from each group at one end of the basketball court and<br />

the remaining three pupils at the halfway line. Give each player in a team a different ball, including<br />

a basketball, a tennis ball, a golf ball, a small foam or PVC ball, a rugby ball and a beach ball. Pupils<br />

take turns bouncing their ball to the other side before tagging the next player. When all players<br />

have had one turn they should sit down to show they are finished. Repeat the activity a few times<br />

with pupils, switching the ball they use with another player each time.<br />

3. Discuss which balls were easier to bounce and which were harder to bounce. Why do you think the<br />

balls that were easier to bounce were so? Why do you think the balls that were harder to bounce<br />

were so? Discuss that the size, shape and weight of an object and the material it is made of affect<br />

how it bounces.<br />

4. Conduct a show-of-hands vote to identify pupils' understanding of how size and shape affect how<br />

high a ball bounces. Will a heavy ball like a basketball bounce higher or lower than a light ball like a<br />

tennis ball? Will a round ball like a basketball bounce higher or lower than an oval- shaped ball like<br />

a rugby ball? Will two balls the same size and shape bounce to the same height?<br />

5. In their groups, pupils experiment to find how the size and shape of a ball affect the height it<br />

bounces to by having two pupils drop a ball from the same height. The other group members<br />

should be encouraged to make sure the balls start at the same height, that both pupils drop their<br />

ball at the same time without any extra force being applied, and should judge which ball bounces<br />

higher. Pupils should also be encouraged to test each combination of balls multiple times to<br />

ensure their observations are correct. Repeat the activity testing different ball combinations. Note:<br />

Remind pupils that balls should not be bounced above head height to avoid injuries as shown by<br />

the animation.<br />

Differentiation<br />

• Less able pupils may be grouped together and may work with an adult to test each pair of<br />

objects and discuss the results. Pupils may also have a starting height marked out for them using<br />

tape along a wall or pole.<br />

• More able pupils may be grouped together and encouraged to test three objects at the same<br />

time to compare the heights of each test.<br />

Viewing sample<br />

Reflection:<br />

6. Using a think-pair-share, pupils discuss the question What things change how an object bounces?<br />

Pupils should be encouraged to think about the size and the weight of an object and the material it<br />

is made from.<br />

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Lesson 6<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

How does the size and weight of an object change<br />

how it spins?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Investigating and experimenting<br />

• Estimating and measuring<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils observe how the size and shape of everyday<br />

objects affect how they spin.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing online images.<br />

• Identifying and exploring how cardboard tubes of<br />

different sizes and weights spin.<br />

• Participating in a class vote by answering given questions.<br />

• Recording a digital video of each experiment.<br />

• Comparing the mass of different objects using hefting.<br />

• Using mathematical language to describe the size and<br />

weight of objects and the speed and length of time at<br />

which they spin.<br />

Background Information<br />

• Spinning means to move in a continuous, circular,<br />

turning motion with constant contact between the<br />

object and a smooth surface, either on a spot or along<br />

a path.<br />

• Some objects spin when they are propelled in a<br />

circular motion on a hard, smooth surface, such as<br />

spinning tops. These objects usually have a central<br />

point which makes contact with the hard surface.<br />

• Some objects spin using ball bearings that allow the<br />

object to move, such as fidget spinners.<br />

• It is difficult for young children to accurately determine<br />

factors that affect spinning as, scientifically, it involves<br />

mass-density ratios of each object, the speed at<br />

which they are propelled, the type of surface they are<br />

spinning on and the amount of gravity acting on the<br />

object.<br />

• For the purpose of this unit, pupils should discover<br />

that similar-shaped objects of different weights and<br />

sizes spin differently.<br />

Assessment Focus:<br />

• Use the videos created by each<br />

group to assess pupils' planning and<br />

conducting skills.<br />

• Use observation records to monitor<br />

the pupil's understanding of how<br />

the size and shape of an object<br />

affects how it slides during the<br />

discussion in the Reflection section.<br />

Resources<br />

• Online image search—Toys<br />

that spin<br />

• Two long, cardboard tubes<br />

for each group<br />

• Two short, cardboard tubes<br />

for each group<br />

• A large ball of playdough<br />

for each group<br />

• A digital camera or a tablet<br />

computer for each group<br />

Viewing sample<br />

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Energy and Forces<br />

HOW THINGS MOVE<br />

Lesson 6<br />

Lesson Plan<br />

Introduction:<br />

1. Conduct an image search of toys that spin. Ask pupils to predict how they think these toys move.<br />

Discuss that all these toys spin around in circles, either in one spot or along a path. Do you think<br />

these toys can spin without any help from humans? How do we make these objects spin? (We can<br />

flick them, we can push them and we can spin them using our hands and fingers.)<br />

Development:<br />

2. As a class, explain that each group will make their own spinners that are different sizes and have<br />

different weights, using cardboard tubes and playdough. You will have to place different amounts<br />

of playdough into the cardboard tubes, making sure that it won't fall out.<br />

3. Conduct a show-of-hands vote to identify pupils' understanding of how size and shape might affect<br />

how an object spins. Will a cardboard tube full of playdough spin faster or slower than an empty,<br />

cardboard tube? Will a long, cardboard tube full of playdough spin faster or slower than a short,<br />

cardboard tube full of playdough? Will a short, cardboard tube full of playdough spin for a longer or<br />

shorter time than an empty, short, cardboard tube?<br />

4. Give each group two long, cardboard tubes, two short, cardboard tubes and a large ball<br />

of playdough. Note: The cardboard tubes should be the same thickness of cardboard. In their<br />

groups, pupils experiment to find how the size and weight of a cardboard tube affect how fast<br />

and slow the tube spins and how long it spins for by flicking one side of the cardboard tube to put<br />

it into motion. Pupils should be encouraged to either fill the whole tube or leave the whole tube<br />

empty to monitor results easily. The other group members should be encouraged to make sure<br />

that the two cardboard tubes being tested are flicked by the same person with roughly the same<br />

amount of force. One group member will need to film each spin test and explain the results using<br />

a tablet computer or digital camera. Pupils repeat the activity, testing different cardboard tube<br />

combinations.<br />

Differentiation<br />

• Less able pupils may work as a group with an adult helper asking prompting questions (such as<br />

those pupils predicted answers for) to guide the investigation.<br />

• More able pupils may be encouraged to test different weights in the large and the small<br />

cardboard tubes, such as half-filled tubes, quarter-filled tubes and so on.<br />

5. Clear away the cardboard tubes and the playdough, leaving just the tablet computer or digital<br />

camera used to record the videos on each group's desk. Rotate each group of pupils so they are<br />

sitting in front of another group's videos. Pupils watch the other group's videos (on mute) and<br />

describe the results of the viewed experiments. If time allows, rotate the pupils once more to view a<br />

third group's videos.<br />

Viewing sample<br />

Reflection:<br />

6. Using a think-pair-share, pupils discuss the question What things change how an object spins? Pupils<br />

should be encouraged to think about the size and the weight of objects.<br />

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Assessment<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

Teacher Notes<br />

<strong>Science</strong> Knowledge<br />

The way objects move depends on a variety of factors, including their size and shape.<br />

Indicators<br />

• Identifies three objects that roll, including toys with wheels or round surfaces.<br />

• Identifies three objects that slide, including objects with flat surfaces.<br />

• Identifies three objects that bounce, including balls and spring-loaded toys (optional).<br />

• Identifies three objects that spin, including spinners and cogs.<br />

Differentiation<br />

• Easier option—Page 61 requires pupils to draw a picture of three toys that roll, slide, bounce and<br />

spin. Pupils may be encouraged to find common classroom objects and test how they move to<br />

assist them.<br />

• Harder option—Page 62 requires pupils to write the names of three toys that move in each way—<br />

rolling, sliding, bouncing and spinning. Pupils then draw a picture of a toy that performs each<br />

movement. Pupils may be encouraged to find common classroom objects and test how they move<br />

to assist them.<br />

Answers<br />

Page 61 and Page 62<br />

1. Teacher check—Toys that roll<br />

Answers may include:<br />

• Types of balls—marbles, tennis balls, basketballs, beach balls<br />

• Toy vehicles—cars, trucks,<br />

• Bicycles, scooters, skateboards or roller skates<br />

2. Teacher check—Toys that slide<br />

Answers may include:<br />

• Blocks—wooden construction blocks, foam blocks, Duplo® blocks<br />

• Role-play toys—plastic cooking sets, plastic furniture and dolls<br />

• Figurines—plastic or wooden animals or humans<br />

• Puzzles—wooden or cardboard traditional puzzle pieces or sliding puzzles<br />

3. Teacher check—Toys that bounce<br />

Answers may include:<br />

• Rubber balls—tennis balls, basketballs, netballs and bouncy balls<br />

• Plastic balls—beach balls, golf balls and table tennis balls<br />

• Spring-loaded toys—animal or monster pop-up toys<br />

Viewing sample<br />

4. Teacher check—Toys that spin<br />

Answers may include:<br />

• Spinning tops—metal, wooden, plastic or self-created spinners<br />

• Fidget spinners—metal, wooden, plastic or self-created fidget spinners<br />

• Gear construction toys that use cogs<br />

• Merry-go-rounds<br />

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Energy and Forces<br />

HOW THINGS MOVE<br />

Assessment<br />

Toys That Move<br />

Draw a picture of three different toys that move in each way.<br />

Have a go at writing the name of each toy.<br />

1. Toys that roll<br />

3. Toys that bounce<br />

2. Toys that slide<br />

4. Toys that spin<br />

Viewing sample<br />

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Assessment<br />

How do Toys Move?<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

Write three toys that roll.<br />

1. ______________________________<br />

2. ______________________________<br />

3. ______________________________<br />

Write three toys that slide.<br />

1. ______________________________<br />

2. ______________________________<br />

3. ______________________________<br />

Write three toys that bounce.<br />

1. ______________________________<br />

2. ______________________________<br />

3. ______________________________<br />

Write three toys that spin.<br />

1. ______________________________<br />

2. ______________________________<br />

3. ______________________________<br />

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Energy and Forces<br />

HOW THINGS MOVE<br />

<strong>STEM</strong> Project<br />

<strong>STEM</strong> Project Overview<br />

Roll Down the Racetrack:<br />

Pupils work in pairs to design and create a racetrack for a toy sports car and a toy fire engine<br />

to roll down at the same time. Pupils then create a video describing the shape, size and<br />

weight of each vehicle and showing which vehicle moved faster/slower and which travelled<br />

further along the racetrack.<br />

Concepts Overview:<br />

<strong>Science</strong><br />

• Apply knowledge of how objects roll to create a downhill racetrack that two vehicles<br />

can roll down.<br />

Technology/Engineering<br />

• Apply the design process to plan, create and evaluate a racetrack which allows two vehicles<br />

of different shapes, sizes and weights to roll down.<br />

• Select appropriate materials and apply safety procedures while creating.<br />

• Create a digital video of the completed racetrack, describing the size, shape and weight of<br />

each vehicle and showing which vehicle rolled faster/slower and which travelled further along<br />

the racetrack.<br />

Mathematics<br />

• Use indirect measurement to ensure the ramp is ten Unifix® cubes high and long enough for<br />

both cars to finish rolling.<br />

• Use mathematical language to describe which vehicle was heavier/lighter, which travelled<br />

faster/slower and which travelled further.<br />

Alternative Project Ideas:<br />

• As a class, design and create a product that will help to move a heavy box from the ground to<br />

the top of the play equipment so that no-one gets hurt. Watch the video at to engage pupils in the task. Pupils plan and create their design and test it using a<br />

heavy box and playground equipment. Pupils should record a video of their group testing their<br />

product and recording its effectiveness.<br />

Viewing sample<br />

• In pairs, design and create a marble maze using cardboard tubes that will allow a marble to roll<br />

from start to finish without stopping. The marble maze must be as tall as a one-metre stick and<br />

must change direction at least five times. The supporting legs for the maze must be attached to<br />

thick cardboard to allow it to be moved around. The rest of the maze should be freestanding.<br />

To see an example, go to .<br />

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<strong>STEM</strong> Project<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

<strong>STEM</strong> Project Curriculum Links<br />

STRAND: ENERGY AND FORCES<br />

Strand Unit: Forces<br />

• Explore, through informal activity with toys, forces such as pushing and pulling.<br />

• Explore how the shape of objects can be changed by squashing, pulling and other forces.<br />

• Investigate how forces act on objects.<br />

SKILLS DEVELOPMENT/WORKING SCIENTIFICALLY<br />

• Questioning<br />

• Observing<br />

• Predicting<br />

• Investigating and experimenting<br />

• Estimating and measuring<br />

• Analysing<br />

• Recording and communicating<br />

DESIGNING AND MAKING<br />

• Exploring<br />

• Planning<br />

• Making<br />

• Evaluating<br />

Viewing sample<br />

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Energy and Forces<br />

HOW THINGS MOVE<br />

<strong>STEM</strong> Project<br />

Teacher Notes<br />

<strong>STEM</strong> Project:<br />

Create a racetrack for a toy sports car and a toy fire engine to roll down at the same time. Create<br />

a video describing the shape, size and weight of each vehicle and showing which vehicle moved<br />

faster/slower and which travelled further.<br />

Estimated duration: 4 weeks<br />

1. Introduce the project<br />

• Read the problem on page 66 to pupils.<br />

• Watch the online video at showing how to create a<br />

cardboard racetrack.<br />

• As a class, discuss pupils' prior<br />

knowledge of how objects move and<br />

how the size, shape and weight of objects<br />

affect how they roll.<br />

• Read the task and the important<br />

information on page 66 to pupils.<br />

2. Find out information<br />

• Provide time for pupils to find out<br />

information about toy racetracks and<br />

toy vehicles.<br />

——<br />

Find online images of homemade<br />

cardboard racetracks and racetracks<br />

that can be purchased in toy shops.<br />

——<br />

Provide a selection of non-fiction<br />

and fiction texts for pupils to look at,<br />

ensuring that only factual information<br />

is transferred.<br />

——<br />

Conduct experiments with different<br />

types of ramps to see which ramp<br />

allows the most force to push the<br />

objects into motion.<br />

3. Design, plan and manage resources<br />

• Pupils plan their racetrack and create a<br />

diagram of it, labelling the materials that<br />

will be used to create each part.<br />

• Pupils collect the materials necessary.<br />

Remind pupils about resource<br />

management, conserving resources and<br />

ensuring that resources are shared.<br />

4. Create<br />

• Pupils choose which materials they will<br />

use to make each part of the racetrack.<br />

• Pupils create their racetrack according to<br />

their diagram.<br />

5. Evaluate and refine<br />

• Pupils evaluate their racetrack to ensure<br />

that all the criteria on page 66 is included.<br />

• Pupils make any adjustments necessary to<br />

their designed product.<br />

6. Communicate<br />

• Pupils create a video of their racetrack<br />

using a tablet computer application or a<br />

digital camera, describing the size, shape<br />

and weight of each vehicle and showing<br />

which vehicle moved faster/slower and<br />

which travelled further.<br />

• Display the racetracks and the videos<br />

around the classroom and conduct a<br />

gallery walk for pupils to view other<br />

groups' designs and videos.<br />

• Pupils complete the self-assessment<br />

of how well they participated and<br />

cooperated within the group.<br />

Viewing sample<br />

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<strong>STEM</strong> Project<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

The problem<br />

Project Brief<br />

Adam and Sarah love playing with toy cars.<br />

Adam always chooses a small sports car<br />

because he likes to pretend he is a racing car<br />

driver and thinks they move the fastest. Sarah<br />

likes to choose fire engines because she likes<br />

to pretend she is a firefighter, moving fast to<br />

put out fires.<br />

How can Adam and Sarah test which toy car<br />

can roll faster and further?<br />

The task<br />

1. Design and create a racetrack that Adam and Sarah<br />

can use to test which vehicle is the fastest and which<br />

vehicle travels the furthest.<br />

2. Create a video showing the two vehicles racing<br />

down the track and their finishing positions.<br />

Important things you need to do!<br />

• You must work in pairs.<br />

WATER<br />

Ten Unifix®<br />

cubes high<br />

Viewing sample<br />

• It must have a ramp at the start that is<br />

ten Unifix® cubes high.<br />

• It must be long enough for both cars to<br />

roll all the way to their finish position.<br />

• It must be made from recycled cardboard and paper.<br />

• The video must include a description of each vehicle,<br />

including its size, weight and shape. It must also show<br />

which vehicle moved faster/slower and which travelled<br />

further.<br />

WATER<br />

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Energy and Forces<br />

HOW THINGS MOVE<br />

Project Steps<br />

<strong>STEM</strong> Project<br />

Find out information<br />

Learn about the size, shape and weight of each vehicle.<br />

Look at the two vehicles and compare their size.<br />

Look at the two vehicles and compare their shape.<br />

Heft the two vehicles to compare their weight.<br />

Learn about different types of racetracks and ramps.<br />

Look at toy racetracks that can be bought in a shop.<br />

Look at toy racetracks that other people have made at home.<br />

Find out about different types of ramps you can build.<br />

Design, plan and collect resources<br />

Plan your racetrack.<br />

Draw your racetrack. Decide which type of ramp you will make—<br />

straight or curved.<br />

Label the parts of your racetrack including the ramp, the straight track,<br />

the barriers and the start line.<br />

Collect the materials you need.<br />

Create<br />

Create your racetrack.<br />

Decide which materials you will use to make each part.<br />

Make the racetrack.<br />

Check and make changes<br />

Viewing sample<br />

Check that it is correct and you are happy with it.<br />

Decide which materials you will use to make each part.<br />

Check that both partners are happy with it.<br />

Communicate<br />

Use a tablet computer to record a video.<br />

Describe each vehicle and the results of the racetrack test.<br />

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<strong>STEM</strong> Project<br />

Self- assessment<br />

Energy and Forces<br />

HOW THINGS MOVE<br />

Pupil name:<br />

Date:<br />

<strong>STEM</strong> Project: Roll Down the Racetrack<br />

I listened to others.<br />

I gave ideas.<br />

I helped to find out information.<br />

I helped collect materials.<br />

I helped make the plan.<br />

I helped make the design.<br />

The project was: easy hard<br />

I liked …<br />

Viewing sample<br />

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Energy and Forces<br />

HOW THINGS MOVE<br />

<strong>STEM</strong> Project<br />

Group Assessment Rubric<br />

Group members:<br />

CRITERIA<br />

Project task:<br />

Create a racetrack for a toy sports car and a toy fire engine to roll down at the same time.<br />

Create a video describing the shape, size and weight of each vehicle and showing which<br />

vehicle moved faster/slower and which travelled further.<br />

<strong>Science</strong> knowledge<br />

Creates a racetrack that a toy sports car and a toy fire engine can roll down.<br />

<strong>Science</strong> skills<br />

Creates a labelled diagram of their racetrack, including the materials they will use to<br />

make each part.<br />

Plans, conducts and evaluates an investigation to find out which type of ramp gives the<br />

most push to start the race.<br />

Communicates science understanding correctly, clearly and concisely using a digital video.<br />

Technology/Engineering skills<br />

Plans and designs a racetrack that allows two vehicles to race side-by-side, using a ramp<br />

to put each vehicle in motion.<br />

Prepares and uses materials safely when creating a racetrack using cardboard and paper.<br />

Creates a racetrack that includes a ramp and a straight stretch of track to record where the<br />

car started and finished.<br />

Evaluates designed racetrack to ensure it meets the criteria and makes any necessary<br />

changes.<br />

Plans and creates a digital video, using a tablet computer or digital camera, to explain<br />

how fast and how far each vehicle rolled.<br />

Mathematics<br />

Uses informal measurement to identify the size and weight of each vehicle and to<br />

measure the height and length of the racetrack.<br />

Group skills<br />

All group members contributed fairly and appropriately.<br />

All group members collaborated and communicated effectively.<br />

Group members were able to resolve conflicts independently.<br />

1 = Below expectation<br />

2 = Meeting expectation<br />

3 = Above expectation<br />

Viewing sample<br />

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Viewing sample<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

hard<br />

object<br />

sort<br />

colour<br />

size<br />

shape<br />

Keywords<br />

plastic<br />

hard/soft<br />

metal<br />

shiny/dull<br />

paper<br />

rough/smooth<br />

rubber<br />

flexible/rigid<br />

fabric coloured/see-through<br />

Viewing sample<br />

material<br />

wood<br />

glass<br />

ceramic<br />

property<br />

strong/weak<br />

smell/no smell<br />

absorbent/waterproof<br />

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71


Unit Overview<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Objects are made of materials that have observable properties and characteristics.<br />

Lesson 1<br />

What are objects<br />

made from?<br />

Lesson 2<br />

What do objects<br />

that are made from<br />

wood, glass, metal<br />

and rubber look,<br />

smell and feel like?<br />

Lesson 3<br />

What do objects<br />

that are made from<br />

paper, cardboard or<br />

plastic look, smell<br />

and feel like?<br />

Lesson 4<br />

What do objects<br />

that are made from<br />

different fabrics look,<br />

smell and feel like?<br />

Lesson 5<br />

What types of<br />

materials are used to<br />

make houses?<br />

Lesson 6<br />

What types of<br />

materials are used to<br />

make clothing?<br />

To determine pupils' prior knowledge, engage them in various<br />

guided sorting activities to group a set of objects by colour, then<br />

by size, then by the materials they think the objects are made<br />

from. Pupils reflect on their predictions by comparing their<br />

groups to eight types of materials—wood, glass, plastic, metal,<br />

paper, rubber, fabric and ceramic.<br />

Pupils sort given objects into four groups to predict which<br />

material they are made from—wood, glass, metal or rubber.<br />

Pupils are then introduced to some basic observable properties<br />

that materials have. Pupils use their senses to describe objects<br />

made from wood, glass, metal and rubber before engaging with<br />

an interactive game to reflect on their learning.<br />

Pupils sort given objects into three groups to predict which material<br />

they are made from—paper, cardboard or plastic. Pupils revise some<br />

of the basic observable properties that materials have and use<br />

their senses to describe objects made from paper, cardboard<br />

or plastic. Pupils reflect on their learning by playing a guessing<br />

game about objects and the materials they are made from.<br />

Pupils predict which type of fabric is used to make a scarf, a<br />

pillowcase, a felt board and a tie. Pupils then look at a ball of<br />

wool, a thick silk ribbon, a felt square and a square of cotton<br />

fabric to describe the properties of each type of fabric. Pupils<br />

then compare the types of fabric to determine common<br />

properties of objects made from fabric.<br />

Engage pupils in a school walk to identify the materials used to<br />

make different parts of buildings. Pupils scan QR codes using<br />

tablet computers to predict the types of materials used to build<br />

houses around the world. They then watch a video explaining<br />

the different types of houses around the world and the materials<br />

they are made from. Pupils compare their predictions to the<br />

information provided in the video.<br />

Viewing sample<br />

Pupils engage with an interactive activity to choose clothing<br />

appropriate for different weather conditions—hot, cold or wet.<br />

Pupils investigate the properties of cotton, wool, leather, silk and<br />

plastic and how each type of material is used to make clothing<br />

for different purposes.<br />

Pages<br />

74-77<br />

78-81<br />

82-83<br />

84-87<br />

88-91<br />

92-93<br />

Summative<br />

Assessment<br />

Pupils explain their knowledge of the observable properties of<br />

different materials. They list which types of materials are used for<br />

building homes and making clothes.<br />

94-96<br />

<strong>STEM</strong> Project<br />

Make a Sailboat that<br />

can Float<br />

72 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Pupils create a sailboat that can float for one minute. They must<br />

ensure they use a different material for each part—the hull, the<br />

deck, the mast, the sails and the rigging. Pupils then test their<br />

boat and explain why they chose the type of material for each<br />

part based on the material's properties.<br />

97-106<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Unit Overview<br />

Curriculum Scope and Sequence Chart<br />

Lesson 1<br />

Lesson 2<br />

Lesson 3<br />

Lesson 4<br />

Lesson 5<br />

Lesson 6<br />

Strand: Materials – Strand Unit: Properties and Characteristics of Materials<br />

• Observe and investigate a range of familiar materials in the immediate environment.<br />

• Group materials according to certain criteria.<br />

Strand: Materials – Strand Unit: Properties and Characteristics of Materials<br />

• Observe and investigate a range of familiar materials in the immediate environment.<br />

• Describe and compare materials, noting the differences in colour, shape and texture.<br />

• Group materials according to certain criteria.<br />

Strand: Materials – Strand Unit: Properties and Characteristics of Materials<br />

• Observe and investigate a range of familiar materials in the immediate<br />

environment.<br />

• Describe and compare materials, noting the differences in colour, shape and texture.<br />

• Group materials according to certain criteria.<br />

Strand: Materials – Strand Unit: Properties and Characteristics of Materials<br />

• Observe and investigate a range of familiar materials in the immediate<br />

environment.<br />

• Describe and compare materials, noting the differences in colour, shape and texture.<br />

• Group materials according to certain criteria.<br />

Strand: Materials – Strand Unit: Properties and Characteristics of Materials<br />

• Observe and investigate a range of familiar materials in the immediate<br />

environment.<br />

• Know about some everyday uses of common materials.<br />

• Investigate materials for different properties.<br />

Strand: Materials – Strand Unit: Properties and Characteristics of Materials<br />

• Observe and investigate a range of familiar materials in the immediate<br />

environment.<br />

• Know about some everyday uses of common materials.<br />

• Investigate materials for different properties.<br />

Viewing sample<br />

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73


Lesson 1<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What are objects made from?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Predicting<br />

• Analysing<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils use their five senses while observing objects, to sort<br />

objects into groups and to predict the material that each<br />

object is made from.<br />

Technology/Engineering/Mathematics Links:<br />

• Sorting objects by colour and size.<br />

• Using mathematical language to compare sizes of objects.<br />

Background Information<br />

• Objects are made from different materials which can<br />

be seen and felt. Some objects are made from natural<br />

materials and others are man-made.<br />

• Natural materials come from plants, animals and the<br />

ground. Materials that come from plants include wood,<br />

cotton and latex rubber. Materials that come from animals<br />

include wool, silk and leather. Materials that come from the<br />

ground include stone; native metals such as copper, silver<br />

and gold; and composites such as clay, porcelain and<br />

plasticine.<br />

• Man-made materials are manufactured from natural<br />

materials or created synthetically. These include materials<br />

such as glass, plastic, paper, fabric and ceramics. Rubber<br />

can also be synthetically made.<br />

• While pupils do not need to know the difference between<br />

natural and man-made resources at this stage, they may<br />

enquire as to where materials come from. This could be<br />

explained as: some materials come from plants, animals<br />

and from the ground, and others are made by humans.<br />

Assessment Focus:<br />

• Use observations or a checklist<br />

to monitor the pupil's ability to<br />

sort objects by colour, size and<br />

type of material they are made<br />

from.<br />

• Use the photographs of each<br />

group as work samples to<br />

demonstrate the pupil's ability<br />

to group objects by colour, size<br />

and material. These may also be<br />

used to create A3 posters with<br />

the headings We can sort by<br />

colour, We can sort by size, and<br />

We can sort by material.<br />

Resources<br />

• One digital camera for<br />

teacher use<br />

• A selection of three or four<br />

objects made from each<br />

type of material listed on<br />

page 76. Each group will<br />

require the same objects<br />

to sort and the objects<br />

must be various sizes and<br />

colours.<br />

• One copy of the materials<br />

buckets on page 77 for<br />

each group. These should<br />

be cut out and laminated<br />

prior to the lesson for use in<br />

other lessons.<br />

Viewing sample<br />

74 <strong>Science</strong>:<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Lesson 1<br />

Lesson Plan<br />

Introduction:<br />

1. Play a sorting game with the class. Have all pupils sit on the mat and silently select a category, such<br />

as hair colour. Allocate a position in the classroom for each hair colour without the pupils knowing.<br />

Silently, tap individual pupils on the shoulder and point to the allocated position or say a pupil's<br />

name in that group to instruct them where to move to. When all pupils have been allocated a<br />

position, they quietly discuss why they think they have been placed together.<br />

2. Discuss that humans often sort objects into groups that have something in common. How else<br />

could we sort everyone into groups? Encourage pupils to think about size, clothing worn, gender<br />

and eye colour.<br />

Development:<br />

3. Divide the class into groups of between four and six pupils, and in the middle of each group place<br />

an assortment of pre-prepared objects from each type of material listed on page 76.<br />

Each group's objects should be the same and should contain a variety of different-sized and<br />

different-coloured objects. Ask pupils Can you sort these objects by colour? How many groups did<br />

you make? How would you label each group? Check each group's answers as they work and clarify<br />

any objects that are in the wrong group. Take a digital photograph of each group with their sorted<br />

objects.<br />

4. Using the same objects, complete the same activity but ask pupils to sort objects according to size.<br />

Repeat the questions and take a photograph of each group with their sorted objects. Discuss that<br />

sometimes we group objects by their appearance, such as their colour, size or shape, but we can<br />

also use our other senses to group items in different ways.<br />

5. Using the same objects, ask pupils to use their five senses to sort the objects into the materials they<br />

think each object is made from. Ask pupils How many groups did you make? How would you label<br />

each group? Depending on pupils' answers, ask them to try to sort the items into eight different<br />

groups of materials. Take a digital photograph of each group with their sorted objects.<br />

6. Give each group a pre-prepared set of the eight buckets on page 77. Assist pupils to read the<br />

words on each label, looking for beginning, middle and end sounds. This will help them to read the<br />

words independently during the activity. Ask pupils Can you match these buckets to your groups?<br />

Do any objects need to change groups? Pupils move any incorrect objects to where they think they<br />

should be placed. Take another digital photograph of each group with their sorted objects.<br />

Differentiation<br />

• Less able pupils may be told the labels to each sorting activity and asked to sort the objects into<br />

those groups; for example, can you sort these objects into small, medium and large objects?<br />

Can you group all the metal objects together?<br />

• More able pupils should be encouraged to name, write or draw other objects that are made<br />

from each material.<br />

Viewing sample<br />

7. As a class, ask one group to share the objects they had in one group of materials. Take turns<br />

to allow all groups to share. Discuss the correct answers and encourage pupils to check their<br />

groupings and make any adjustments necessary.<br />

Reflection:<br />

8. Using a think-pair-share, think of a material and ask pupils to name an object that is made from that<br />

material; for example, Can you think of an object that is made from metal? Each pair must choose<br />

two different objects to share with the class.<br />

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Lesson 1<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Wood<br />

Glass<br />

Plastic<br />

Metal<br />

A man-made material<br />

made from minerals.<br />

Objects made from<br />

glass include:<br />

• drinking glasses<br />

• marbles<br />

• glass jars<br />

• glass beakers<br />

• glass vases or jugs<br />

Rubber<br />

A material that can be<br />

found naturally in some<br />

trees or man-made.<br />

Objects that are made<br />

from rubber include:<br />

• rubber erasers<br />

• latex gloves/balloons<br />

• bouncy balls<br />

• rubber bands<br />

• rubber ducks<br />

A man-made material<br />

made from minerals.<br />

Objects made from<br />

plastic include:<br />

• plastic buttons<br />

• plastic toys<br />

• Unifix® blocks or<br />

similar<br />

• plastic straws<br />

• plastic plates or<br />

cutlery<br />

Fabric<br />

A cloth made by<br />

weaving, knitting or<br />

felting natural fibres,<br />

such as cotton, together.<br />

Objects that are made<br />

from fabric include:<br />

• silk ribbons or ties<br />

• felt squares<br />

• handkerchiefs or<br />

similar cotton fabrics<br />

• pompoms<br />

A material that can be<br />

extracted naturally from<br />

the ground or manmade.<br />

Objects made from<br />

metal include:<br />

• metal sharpeners<br />

• aluminium foil<br />

• stainless steel cutlery<br />

• paper clips<br />

• gold coins<br />

Ceramic<br />

A man-made material<br />

made from clay and<br />

other natural materials.<br />

Objects made from<br />

ceramics include:<br />

• ceramic ornaments<br />

• china mugs<br />

• ceramic bowls or<br />

plates<br />

• ceramic vases or jugs<br />

• terracotta plant pots<br />

Viewing sample<br />

A natural material that<br />

comes from trees.<br />

Objects made from<br />

wood include:<br />

• craft sticks<br />

• matchsticks<br />

• wooden blocks/toys<br />

• wooden rulers<br />

• wooden skewers<br />

Paper<br />

A man-made material<br />

that comes from wood.<br />

Objects that are made<br />

from paper include:<br />

• envelopes<br />

• paper doilies<br />

• cupcake cases<br />

notepads<br />

• newspapers<br />

• tissues<br />

76 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Lesson 1<br />

wood<br />

glass plastic<br />

metal<br />

rubber<br />

fabric<br />

ceramic<br />

Viewing sample<br />

paper<br />

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77


Lesson 2<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What do objects that are made from wood, glass, metal and<br />

rubber look, smell and feel like?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Observing<br />

• Investigating and experimenting<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils use their five senses while observing objects to<br />

investigate the basic properties of objects made from wood,<br />

glass, metal and rubber.<br />

Technology/Engineering/Mathematics Links:<br />

• Sorting objects by the material they are made from.<br />

• Using mathematical language to describe thickness, weight<br />

and size of objects.<br />

• Exploring properties of materials.<br />

• Participating in an online interactive activity sorting objects by<br />

the material they are made from.<br />

Background Information<br />

• All objects are made from materials that have observable<br />

properties. These properties make the material useful for<br />

different purposes.<br />

• The properties of a material describe its size, shape,<br />

colour, texture, malleability, flexibility, strength, odour,<br />

sound, density, absorbancy or transparency. See pages 80<br />

and 81 for more detail.<br />

• Materials may have opposing properties depending on<br />

the object; for example, a steel bar is strong and rigid<br />

but aluminium foil is weak and flexible.<br />

Wood<br />

• strong<br />

• hard<br />

• dull<br />

• rough/<br />

smooth<br />

Metal<br />

• strong/<br />

weak<br />

• hard<br />

• dull/shiny<br />

• rough/<br />

smooth<br />

• flexible/<br />

rigid<br />

• coloured<br />

• natural<br />

smell<br />

• flexible/<br />

rigid<br />

• coloured<br />

• no smell<br />

Glass<br />

• strong/<br />

weak<br />

• hard/soft<br />

• shiny<br />

Rubber<br />

• strong/<br />

weak<br />

• hard/soft<br />

• dull<br />

• rough/<br />

smooth<br />

• smooth<br />

• rigid<br />

• seethrough<br />

• no smell<br />

• flexible/<br />

rigid<br />

• coloured<br />

• natural<br />

smell<br />

Assessment Focus:<br />

• Monitor the pupil's participation<br />

and observation skills while<br />

they explore the properties of<br />

materials, including the pupil's<br />

use of descriptive words and<br />

use of sight, smell and feel.<br />

Resources<br />

• One digital camera for<br />

teacher use<br />

• A selection of five different<br />

objects made from each<br />

material—wood, glass, metal<br />

and rubber. A list of easily<br />

accessible objects for each<br />

material can be found on<br />

page 76. These need to be<br />

placed in a cardboard box<br />

so pupils cannot see them.<br />

• Four hula hoops<br />

• An enlarged set of the<br />

property cards on<br />

pages 80 and 81 These<br />

should be coloured, cut<br />

out and laminated prior to<br />

the lesson for use in other<br />

lessons.<br />

• Five sets of the property<br />

cards on pages 46 and 47.<br />

These should be coloured,<br />

cut out and laminated prior<br />

to the lesson for use in<br />

other lessons.<br />

• Online interactive activity—<br />

Grouping and Changing<br />

Materials at <br />

Viewing sample<br />

78 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Lesson 2<br />

Lesson Plan<br />

Before the lesson, collect five objects each that are made solely from wood, glass, metal and rubber.<br />

Note: Suggestions of easily accessible objects that exhibit a range of properties have been provided<br />

on page 76. Place the objects in a cardboard box and place the box and four hula hoops in the centre<br />

of the mat. Label each hoop with a different material—wood, glass, metal and rubber.<br />

Introduction:<br />

1. As a class, sit in a circle around the cardboard box and the hula hoops. Ask two pupils at a time to<br />

quickly select an object from the box and choose which material they think it is made from. Pupils<br />

should be encouraged to describe their thinking, such as I think this object is made from metal<br />

because it is hard and shiny. Encourage other pupils to, without saying anything, put their hand<br />

up if they disagree with the material choice. The pupil who is sorting the object must then doublecheck<br />

their choice and sit down when finished. Repeat the activity until all pupils have had a turn.<br />

Note: Digital photographs may be taken to use as evidence of pupils sorting objects by the material<br />

it is made from.<br />

Development:<br />

2. While pupils are sitting on the mat, display an enlarged set of the property cards on pages 80 and<br />

81. Encourage pupils to sound out each word. Describe the meaning of the word to pupils with<br />

reference to the image so that pupils can read the words independently during the activity.<br />

3. Divide the class into five groups and give each group an object made of wood and a set of<br />

property cards from pages 80 and 81. Pupils work as a group to explore the properties of the<br />

object they have.<br />

Differentiation<br />

• Less able pupils may be grouped together and given an easy-to-describe object from each<br />

material or be given limited properties to test for each object. An adult helper can assist pupils<br />

to read the property cards and ask pupils questions, such as Can you bend it?<br />

• More able pupils may be grouped together and encouraged to create a poster of the properties<br />

for each material, copying the words from each property card that applies.<br />

4. After a few minutes, pupils share the properties of their group's object with the other groups. As<br />

pupils suggest the properties of their object, add their descriptive words to an A3 piece of paper<br />

to create a poster of the properties of each material.<br />

5. Select a pupil to return their object to the hula hoop on the mat and repeat steps 3 and 4 for the<br />

remaining materials.<br />

Reflection:<br />

6. Using the interactive whiteboard, display the game Grouping and Changing Materials at . Select individual pupils to participate in sorting objects by the material it is<br />

made from—wood, glass, metal and rubber. Pupils explain why they think the object is made from<br />

that material with reference to its observable properties.<br />

Viewing sample<br />

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79


Lesson 2<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Basic Observable Properties of Materials – 1<br />

strong or weak (describing the material's ability to withstand force)<br />

hard or soft (describing the feel of the material)<br />

shiny or dull (describing the reflectiveness of the material)<br />

rough or smooth (describing the texture of the material)<br />

flexible or rigid (describing the flexibility of the material)<br />

coloured or see-through (describing the transparency and colour of the<br />

material)<br />

smell or no smell (describing if the material has a particular odour)<br />

hard<br />

Viewing sample<br />

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A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Lesson 2<br />

Basic Observable Properties of Materials – 2<br />

Viewing sample<br />

-<br />

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81


Lesson 3<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What do objects that are made from paper, cardboard<br />

or plastic look, smell and feel like?<br />

Skills Development/Working Scientifically:<br />

• Observing<br />

• Questioning<br />

• Predicting<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils use their five senses while observing objects to<br />

investigate the basic properties of objects made from<br />

paper, cardboard and plastic.<br />

Technology/Engineering/Mathematics Links:<br />

• Sorting objects by the material they are made from.<br />

• Using mathematical language to describe the thickness<br />

weight and size of objects.<br />

• Exploring properties of materials.<br />

Background Information<br />

• All objects are made from materials that have<br />

observable properties. These properties make the<br />

material useful for different purposes.<br />

• The properties of a material describe its size, shape,<br />

colour, texture, malleability, flexibility, strength, odour,<br />

sound, density, absorbancy or transparency. See<br />

pages 80 and 81 for more detail.<br />

• Materials may have opposing properties depending<br />

on the object; for example, a plastic dice is strong and<br />

rigid but a plastic ruler is weak and flexible.<br />

Paper<br />

• weak<br />

• hard/soft<br />

• shiny/dull<br />

• rough/smooth<br />

• flexible<br />

• coloured<br />

• smell/no smell<br />

Cardboard<br />

• strong/weak<br />

• hard<br />

• shiny/dull<br />

• rough/smooth<br />

Plastic<br />

• strong/weak<br />

• hard<br />

• shiny/dull<br />

• smooth/rough<br />

• rigid/flexible<br />

• see-through/coloured<br />

• smell/no smell<br />

Assessment Focus:<br />

• Monitor the pupil’s participation<br />

and observation skills while they<br />

explore the properties of materials,<br />

including the pupil’s use of<br />

descriptive words and use of sight,<br />

smell and feel.<br />

Resources<br />

• One digital camera for<br />

teacher use<br />

• Five objects made from<br />

paper—an envelope, a paper<br />

doily, a cupcake case, a<br />

notepad and a newspaper<br />

• Five objects made from<br />

cardboard—a cereal box,<br />

a paper towel roll, an egg<br />

carton, a sheet of coloured<br />

card and paper plates<br />

• Five objects made from<br />

plastic—buttons, Unifix ® cubes<br />

or similar plastic manipulatives,<br />

straws, plastic plates or cutlery<br />

and cling film<br />

• Three hula hoops<br />

• An enlarged set of coloured<br />

and laminated property cards<br />

on pages 80-81 (re-use from<br />

Lesson 2)<br />

• Five sets of coloured and<br />

laminated property cards on<br />

pages 80 and 81 (re-use from<br />

Lesson 2)<br />

• 15 pieces of A4 paper<br />

Viewing sample<br />

• flexible/rigid<br />

• coloured<br />

• smell/no smell<br />

82 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Lesson 3<br />

Lesson Plan<br />

Before the lesson, collect five objects each that are made solely from paper, cardboard and plastic.<br />

Place the objects in a cardboard box and place the box and three hula hoops in the centre of the mat.<br />

Label each hoop with a different material—paper, cardboard or plastic.<br />

Introduction:<br />

1. As a class, sit in a circle around the cardboard box and the hula hoops. Ask two pupils at a time to<br />

quickly select an object from the box and choose which material they think it is made from. Pupils<br />

should be encouraged to describe their thinking, such as I think this object is made from paper<br />

because it is white and flexible. Encourage other pupils to, without saying anything, put their hand<br />

up if they disagree with the material choice. The pupil who is sorting the object must then doublecheck<br />

their choice and sit down when finished. Repeat the activity until all pupils have had a turn.<br />

Note: Digital photographs may be taken to use as evidence of the pupils sorting objects by the<br />

material it is made from.<br />

Development:<br />

2. While pupils are sitting on the mat, revise the property cards used in Lesson 2. Ask pupils to explain<br />

what each word means in their own words. Clarify any that the pupils are unsure of.<br />

3. Divide the class into five groups and give each group an object made of paper and a set of property<br />

cards used in Lesson 2. Pupils work as a group to explore the properties of the object they have. On<br />

an A4 page, pupils draw their object in the middle and write/copy the properties of their object<br />

around the outside of the image to create a group poster.<br />

Differentiation<br />

• Less able pupils may be grouped together and given an easy-to-describe object from each<br />

material or be given limited properties to test for each object. An adult helper can assist pupils<br />

to read the property cards and ask pupils questions, such as Can you bend it?<br />

• More able pupils may be grouped together and encouraged to create their own poster of the<br />

properties for each material, copying the words from each property card that applies.<br />

4. After a few minutes, pupils share the properties of their group's object with the other groups. As<br />

pupils suggest the properties of their object, add their descriptive words to an A3 piece of paper<br />

to create a poster of the properties of each material. Note: Pupil-created posters can be kept as<br />

work samples or displayed around the classroom.<br />

5. Select a pupil to return their object to the hula hoop on the mat and repeat steps 3 and 4 for the<br />

remaining materials.<br />

Reflection:<br />

6. Play a guessing game with the pupils by thinking of an object made from paper, plastic or<br />

cardboard and, without telling the pupils what the object is, describe its properties and use; for<br />

example, 'I'm thinking of an object that is made of a material that is often brown, smooth and<br />

rigid. The object is used to pack things into when you move house. My object is … (a cardboard<br />

box)'. Pupils need to guess the material that the object is made from. When they guess the type of<br />

material, reveal the object and reinforce its properties or challenge the pupils to think of the object.<br />

Note: Depending on ability, objects may be limited to those used thoughout the lesson or extended<br />

to include other objects made of paper, cardboard or plastic.<br />

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Lesson 4<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What do objects that are made from different<br />

fabrics look, smell and feel like?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Observing<br />

• Investigating and experimenting<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils use their five senses while observing<br />

objects to investigate the basic properties of<br />

objects made from different materials.<br />

Background Information<br />

• All objects are made from materials that have<br />

observable properties. These properties make<br />

the material useful for different purposes.<br />

• The properties of a material describe its size,<br />

shape, colour, texture, malleability, flexibility,<br />

strength, odour, sound, density, absorbancy or<br />

transparency. See pages 80 and 81 for more<br />

detail.<br />

• Materials may have opposing properties<br />

depending on the object; for example, natural<br />

wool may smell like lanolin but treated wool may<br />

have no smell.<br />

Wool<br />

• strong<br />

• soft<br />

• dull<br />

• rough/smooth<br />

• flexible<br />

• coloured<br />

• smell/no smell<br />

Felt<br />

• strong<br />

• soft<br />

• dull<br />

• rough/smooth<br />

• flexible<br />

• coloured<br />

• smell/no smell<br />

Silk<br />

• strong<br />

• soft<br />

• shiny<br />

• smooth<br />

• flexible<br />

• coloured<br />

• smell/no smell<br />

Cotton<br />

• strong<br />

• soft<br />

• shiny<br />

• smooth<br />

• flexible<br />

• coloured<br />

• smell/no smell<br />

Technology/Engineering/Mathematics Links:<br />

• Sorting objects by the fabric they are<br />

made from.<br />

• Using mathematical language to describe<br />

the thickness, weight and size of objects.<br />

• Exploring properties of materials.<br />

Assessment Focus:<br />

• Use page 86 or 87 monitor the pupil's<br />

observation skills while they explore the<br />

properties of fabric, including the pupil's<br />

use of descriptive words and use of sight,<br />

smell and feel.<br />

Resources<br />

• One digital camera for teacher use<br />

• One woollen scarf or similar woollen<br />

clothing item<br />

• One cotton pillowcase or similar<br />

cotton bedding item<br />

• One felt board with characters<br />

or similar felt-based toy<br />

• One silk tie or similar silk clothing item<br />

• One container for each group<br />

containing: a ball of wool/yarn,<br />

a 10-cm length of silk ribbon, a felt<br />

square (10 cm 2 ) and a square of cotton<br />

fabric (10 cm 2 )<br />

• An enlarged set of coloured and<br />

laminated property cards on pages 80<br />

and 81 (re-use from Lesson 2)<br />

• Five sets of coloured and laminated<br />

property cards on pages 80 and 81<br />

(re-use from Lesson 2)<br />

• One copy of page 86 or 87 for each<br />

group, depending on ability<br />

• Online image—Which of these things<br />

are made of fabric? at (optional)<br />

Viewing sample<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Lesson 4<br />

Lesson Plan<br />

Introduction:<br />

1. On a table at the front of the class, display a woollen scarf, a cotton pillowcase, a felt board with felt<br />

characters and a silk tie. Pupils suggest what type of material these objects are made from (fabric).<br />

Alternatively, display the image at and ask pupils to predict which<br />

objects they think are made of fabric and why.<br />

Development:<br />

2. While pupils are sitting on the mat, revise the property cards used in Lesson 2. Ask pupils to explain<br />

what each word means in their own words. Clarify any that the pupils are unsure of.<br />

3. Divide the class into groups of four and give each group a ball of wool/yarn, a piece of thick, silk<br />

ribbon (approximately 10 cm), a felt square (approximately 10 cm 2 ) and a square of cotton fabric<br />

(approximately 10 cm 2 ). Pupils use their senses to describe what each type of fabric looks and<br />

feels like to determine a set of common properties for fabrics. Pupils use page 86 to record their<br />

observations of each type of fabric in the outer sections and write a set of common properties in<br />

the centre section. Note: Digital photographs may be taken to use as evidence of the pupils using<br />

their senses to describe the fabric.<br />

Differentiation<br />

• Less able pupils may use the checklist on page 87 to examine the properties of each type of<br />

material. An adult may also assist the pupils to scribe the common properties or pupils can<br />

explain the properties of fabric by creating a video.<br />

• More able pupils may be encouraged to research or predict what objects they think each type of<br />

fabric is used for and record their answers on a blank piece of paper.<br />

4. Ask two groups to pair up and share their observations and their set of common properties<br />

of fabrics.<br />

Reflection:<br />

5. Choose pupils to share their observations and their common properties with the class. Reinforce<br />

the common properties of these four fabrics and the differences between them; for example,<br />

they are all strong, soft, flexible and coloured. Discuss that some fabrics may be rough like felt or<br />

smooth like silk, and that some may have a natural smell.<br />

6. Review the objects displayed during the Introduction. Select one of the objects and ask pupils to<br />

suggest words to describe its properties. Pupils can then predict which type of fabric (wool, silk, felt<br />

or cotton) they think it is made from based on its observable features. Note: If the image at was used in the introduction, pupils will have to rely on their sense of sight to<br />

predict the type of material used.<br />

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Lesson 4<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Silk<br />

Wool<br />

Viewing sample<br />

Felt<br />

Cotton<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Lesson 4<br />

Properties of Fabric<br />

Wool<br />

Silk<br />

Felt<br />

Cotton<br />

hard<br />

or or or or or or or<br />

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Lesson 5<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What types of materials are used to make houses?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Observing<br />

• Investigating and experimenting<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils investigate how different types of materials are<br />

used to make houses in different environments.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing digital texts, including videos and online images.<br />

• Scanning QR codes using a tablet computer.<br />

• Identifying types of materials used in the construction<br />

of houses.<br />

Background Information<br />

• Buildings and shelters are made of different materials<br />

depending on the conditions of the environment and<br />

available materials.<br />

• The walls of houses are often made of brick, stone,<br />

concrete, plasterboard, wood or metal. The roof of a house<br />

is often made of sheet metal or clay tiles.<br />

• Different houses around the world are built from different<br />

materials. Houses can be made of snow/ice (igloos),<br />

fibreglass (houseboats), stone (caves), fabric (tents), mud/<br />

clay (mud houses), reeds (thatched roofs) and wood (tree<br />

houses and stilt houses). For more information about<br />

houses made from different materials, go to .<br />

• If the QR code links do not work, conduct an image search<br />

of the following houses—’Rainforest traditional tree house’,<br />

‘Desert tent’, ‘Stilt house’, ‘Traditional hut made from leaves<br />

and branches’ and ‘Traditional mud hut’.<br />

• Alternatively, a comparison image of houses made from<br />

different materials can be found at .<br />

Assessment Focus:<br />

• Use page 90 or 91 to monitor<br />

the pupil's observations and<br />

predictions about the types<br />

of materials used to construct<br />

houses.<br />

• Use the pupil's responses to<br />

the Reflection questions to<br />

assess understanding that<br />

houses can be made of different<br />

materials depending on the<br />

environmental conditions and<br />

the availability and accessibility<br />

of materials.<br />

Resources<br />

• Online image—The Three<br />

Little Pigs at <br />

• A class set of tablet<br />

computers with QR<br />

scanners installed<br />

• One copy of page 90 or 91<br />

for each pupil, depending<br />

on ability level<br />

• Online video—Homes<br />

Around the World at<br />

<br />

Viewing sample<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Lesson 5<br />

Lesson Plan<br />

Introduction:<br />

1. Conduct a school walk and look at the buildings in the school. Using a think-pair-share, pupils<br />

discuss what materials were used to make the main parts of the building (walls, roof, windows and<br />

door) and why they think those materials were chosen for each part.<br />

Development:<br />

2. View the image of the houses in the story The Three Little Pigs at .<br />

Ask pupils to think about which story these houses remind them of and what happened in the<br />

story. Which material was used to build the strongest house? Which materials were used to build the<br />

houses that were blown down by the wolf? Why do you think the pigs chose to use those materials?<br />

Explain to pupils that different materials are chosen to build different houses based on how much<br />

of the material is available, how easy the material is to get and what the environment that the house<br />

will be built in is like.<br />

3. Ask pupils to think about their house. What material are the walls made from? What material is the<br />

roof made from? Explain to the pupils that in Ireland most of the houses have walls made from brick<br />

or wood and a roof made of clay tiles or metal sheeting, but not all houses around the world are<br />

built the same way.<br />

4. Pupils use tablet computers to scan the QR codes on page 90 to view different types of houses<br />

around the world. From observing the images, pupils predict which materials they think have been<br />

used to build the walls and the roof of each house and record their predictions on page 90.<br />

Note: If pupils are unfamiliar with scanning QR codes, place five tablet computers in the centre of a<br />

group with one image loaded onto each tablet computer prior to starting the lesson.<br />

Differentiation<br />

• Less able pupils may work in a group to view and discuss the different types of materials each<br />

house is made from and may use an adult helper to scribe or assist in the discussion of materials<br />

and their properties.<br />

• More able pupils may use page 91 to view the types of houses and record where the type of<br />

house is built and what material it is made from.<br />

5. View a video about different houses around the world at . Pupils<br />

discuss how different materials are used to build each house and how this is helpful in different<br />

environments.<br />

Reflection:<br />

6. Using a think-pair-share, ask pupils to discuss the following questions. Are all houses built with the<br />

same materials? What materials can houses be built from? Why are different materials used to build<br />

different houses?<br />

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Lesson 5<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Houses Around the World – 1<br />

Tree house<br />

Tent<br />

Stilt house<br />

Hut<br />

Mud hut<br />

A house found high in a tree in forests where<br />

the ground is often very wet.<br />

What material is this house made from?<br />

A moveable house found in hot deserts where<br />

materials are hard to get.<br />

What material is this house made from?<br />

A house made on stilts found above wet<br />

ground or the ocean.<br />

What material is this house made from?<br />

A moveable house found in forests where the<br />

ground is often dry.<br />

What material is this house made from?<br />

A house found in warm areas where there are<br />

not many trees and the ground is dry.<br />

What material is this house made from?<br />

Viewing sample<br />

My house<br />

What materials have been used to make<br />

your house?<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Lesson 5<br />

Houses Around the World – 2<br />

Tree house<br />

Where is this type of house built?<br />

What material is this house made from?<br />

Tent Where is this type of house built?<br />

Stilt house<br />

Hut<br />

Mud hut<br />

What material is this house made from?<br />

Where is this type of house built?<br />

What material is this house made from?<br />

Where is this type of house built?<br />

What material is this house made from?<br />

Where is this type of house built?<br />

Viewing sample<br />

What material is this house made from?<br />

My house<br />

Where do you live?<br />

What materials have been used to make<br />

your house?<br />

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Lesson 6<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What types of materials are used to make clothing?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Investigating and experimenting<br />

• Analysing<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils investigate how different types of materials are<br />

used to make different clothing.<br />

Background Information<br />

• Clothing and accessories are made of different<br />

materials depending on their use and the<br />

availability of materials. They can be made from<br />

natural fibres such as cotton, linen, wool or silk,<br />

or from man-made fibres such as acrylic, nylon,<br />

polyester or lycra. Clothing can also be made of<br />

other materials including leather, metal, plastic<br />

or wood.<br />

• Cotton can be used to make jeans, T-shirts and<br />

socks. It is strong when woven into fabric, soft,<br />

flexible, smooth, cool to wear and very absorbent.<br />

• Wool can be used to make jumpers, gloves,<br />

beanies and scarves. It is strong when woven into<br />

fabric, soft, flexible, rough, warm to wear and<br />

absorbent.<br />

• Leather can be used to make jackets, vests,<br />

trousers, skirts and belts. It is strong, flexible or<br />

stiff (depending on the object), smooth or rough<br />

and is cool in summer and warm in winter.<br />

• Silk can be used to make dresses, ties, hair<br />

ribbons and suits. It is strong when woven into<br />

fabric, soft, flexible, smooth, shiny, warm to wear<br />

and is absorbent.<br />

• Plastic can be used to make raincoats, wellington<br />

boots and umbrellas. It is strong, flexible or stiff,<br />

(depending on the object), and is smooth and<br />

waterproof.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing digital texts, including videos.<br />

• Participating in an online interactive<br />

activity.<br />

• Using the ShowMe application on<br />

a tablet computer to take digital<br />

photographs and record audio over the<br />

images<br />

Assessment Focus:<br />

• View the pupil's ShowMe videos to<br />

monitor their ability to describe the<br />

properties of materials used to make<br />

clothing.<br />

Resources<br />

• Online interactive activity—Weather<br />

Wheel at <br />

• Two pieces of clothing made from<br />

nylon or lycra, such as a swimsuit,<br />

a leotard or cycling shorts<br />

• One piece of clothing made from<br />

cotton, such as jeans, a T-shirt or<br />

cotton socks<br />

• One piece of clothing made from<br />

wool, such as a woollen jumper,<br />

a beanie, a scarf or woollen gloves<br />

• One piece of clothing made from<br />

leather, such as a jacket, a vest,<br />

a skirt or a belt<br />

• One piece of clothing made from<br />

silk, such as a silk dress, a silk top,<br />

a tie or a hair ribbon<br />

• One piece of clothing made<br />

from plastic, such as a raincoat or<br />

wellington boots<br />

• Five sets of coloured and laminated<br />

property cards on pages 80 and 81<br />

(re-use from Lesson 2)<br />

• Five tablet computers with the<br />

ShowMe application installed<br />

Viewing sample<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Lesson 6<br />

Lesson Plan<br />

Introduction:<br />

1. Pupils participate in an online activity at , where they<br />

spin a wheel to select a weather condition (raining, snowing or sunny) and choose the appropriate<br />

clothing to match the conditions. Pupils should be encouraged to explain why they chose each<br />

piece of clothing for the conditions.<br />

Development:<br />

2. Show pupils two pieces of clothing made from nylon or lycra, such as a swimsuit, a leotard or<br />

cycling shorts. Using a think-pair-share, pupils discuss the questions If someone was wearing this<br />

clothing, what might they be doing? and Why would they wear that particular type of clothing for<br />

that activity? Explain to pupils that materials are chosen for clothing based on their properties.<br />

Clothing made from nylon or lycra, such as a swimsuit, a leotard or cycling shorts, will be very<br />

flexible, stretchy and lightweight. It is designed to be tight-fitting and is often used for exercising.<br />

3. While pupils are sitting on the mat, revise the property cards used in Lesson 2. Ask pupils to explain<br />

what each word means in their own words. Clarify any that pupils are unsure of.<br />

4. Divide the class into five groups and allocate each group a type of clothing material—cotton, wool,<br />

leather, silk or plastic. Give each group a tablet computer with the ShowMe application installed,<br />

one piece of clothing that is made from their given material and a set of property cards from<br />

Lesson 2. Note: Examples of clothing made from each material is provided in the resource section<br />

on page 92. As a group, pupils use their senses to describe the piece of clothing and its properties.<br />

Pupils then use the ShowMe application to take a digital photograph of the clothing and describe<br />

what material they think it is made from based on its properties, taking turns at speaking. Pupils<br />

may also explain what activity they think that piece of clothing is best suited to based on its<br />

properties. Alternatively, pupils can create posters for each type of material. After a few minutes,<br />

rotate groups until they have all observed the five materials.<br />

Differentiation<br />

• Less able pupils may be grouped together and given limited properties to test for each material.<br />

An adult helper can assist pupils to read the property cards and ask the pupils questions, such<br />

as Can you stretch it? Is it flexible? (or Can it bend?).<br />

• More able pupils may be encouraged to research other objects made from each material to<br />

create a list of objects for each material.<br />

5. Play a guessing game with the pupils by thinking of a piece of clothing made from wool, cotton,<br />

leather, silk or plastic and, without telling pupils what the piece of clothing is, describing its properties<br />

and the activity you may be doing while wearing that piece of clothing; for example, 'I'm thinking of a<br />

piece of clothing that is made of wool. It is soft, fluffy and flexible. I wear it on my hands to keep them<br />

warm in winter. My piece of clothing is … (woollen gloves or mittens)'. Depending on pupils' abilities,<br />

they may be encouraged to play this game in pairs.<br />

Reflection:<br />

6. View the online video—Properties of Fabrics: The Cross-country Run at to see a race between three children each wearing an outfit made of a different<br />

material—plastic, paper and metal. Using a think-pair-share, pupils discuss the question at the end<br />

of the video—Why did Sarah's clothing help her win the race?<br />

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Assessment<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Teacher Notes<br />

<strong>Science</strong> Knowledge<br />

Objects are made of materials that have observable properties.<br />

Indicators<br />

• Identifies an object made from a given material based on prior knowledge.<br />

• Identifies basic observable properties of different objects and materials.<br />

• Identifies types of materials used for building homes.<br />

• Identifies types of materials used for making clothes.<br />

Differentiation<br />

• Easier option—Page 95 requires pupils to draw two objects made from a given material (wood,<br />

glass, plastic, metal, paper or fabric) and then orally describe their properties to a teacher or<br />

assistant. Pupils then identify materials used to build their house and make their clothes, and<br />

either write or draw the materials. Alternatively, pupils may find and sort objects from around the<br />

classroom into the types of materials, and describe their properties using a video camera or a<br />

tablet computer.<br />

• Harder option—Page 96 requires pupils to draw one object made from a given material (wood,<br />

glass, plastic, metal or paper) and then write words or sentences to describe its properties.<br />

Pupils then identify three materials that can be used to make houses and three materials that can<br />

be used to make clothing. Pupils may also be encouraged to explain why those materials are<br />

used for buildings and clothing, referring to the properties of each material.<br />

Answers<br />

Page 95 and Page 96<br />

1. Teacher check<br />

Answers may include familiar objects such as those listed on page 76.<br />

2. Teacher check<br />

Answers may include bricks, metal, wood, glass, clay and fabric.<br />

3. Teacher check<br />

Answers may include fabric, plastic and leather. Some pupils may include individual materials used<br />

to make fabrics, such as wool, cotton, silk or nylon.<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Assessment<br />

Objects and their Properties<br />

1. Draw two objects made of each type of material and describe<br />

each object to a teacher.<br />

wood<br />

plastic<br />

paper<br />

glass<br />

metal<br />

fabric<br />

Viewing sample<br />

2. Which materials were<br />

used to build your house?<br />

3. Which materials were<br />

used to make your clothes?<br />

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Assessment<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Objects and their Properties<br />

1. Draw an object made of each type of material and write words<br />

to describe its properties.<br />

wood<br />

glass<br />

plastic<br />

metal<br />

paper<br />

Material<br />

Observable properties<br />

Viewing sample<br />

2. Name three materials that can be used to build homes.<br />

3. Name three materials that can be used to make clothing.<br />

96 <strong>Science</strong>:<br />

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Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

<strong>STEM</strong> Project<br />

<strong>STEM</strong> Project Overview<br />

Make a Sailboat that can Float<br />

Pupils work in pairs to design and build a sailboat that can float. The sailboat must have<br />

features made from different materials and must float on water for one minute. Pupils use a<br />

tablet computer or digital camera to take a photograph of their sailboat before, during and<br />

after the floating challenge to test its effectiveness.<br />

Concepts Overview:<br />

<strong>Science</strong><br />

• Apply knowledge of the properties of different materials to create a sailboat that can float.<br />

• Use Skills Development or Working Scientifically skills to explore properties of materials.<br />

Technology/Engineering<br />

• Apply the design process to plan, create and evaluate a sailboat made from different<br />

materials that can float on water.<br />

• Select appropriate materials and apply safety procedures while creating.<br />

• Take digital photographs of the sailboat before, during and after the floating challenge.<br />

Mathematics<br />

• Use one-to-one correspondence and number recognition to count the number of each part<br />

required and to count the number of each type of material needed.<br />

• Sequence the before, during and after photographs of their sailboat in order when<br />

communicating their sailboat to other pupils.<br />

Alternative Project Ideas:<br />

• As a class, design and create a hut village for the playground. Small groups can create<br />

a hut each to contribute to the hut village. Pupils decide which materials to use to make a<br />

strong, protective hut and create it. Pupils film their hut and explain why they chose each<br />

material. Videos may be added to a school blog or website to communicate.<br />

• In small groups, pupils design and create three outfits for a teddy bear that suit each weather<br />

type—hot, cold or wet. Pupils decide which fabrics to use to make each outfit, based on the<br />

material’s properties. Outfits must be able to be put on and taken off. Conduct a teddy bear<br />

fashion show to display each outfit. Pupils act as the presenter, explaining their teddy bear's<br />

outfitsṾiewing sample<br />

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<strong>STEM</strong> Project<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

<strong>STEM</strong> <strong>STEM</strong> Project Curriculum Curriculum Links Links<br />

STRAND: MATERIALS<br />

Strand Unit: Properties And Characteristics of Materials<br />

• Observe and investigate a range of familiar materials in the immediate environment.<br />

• Know about some everyday uses of common materials.<br />

• Group materials according to certain criteria.<br />

• Investigate materials for different properties.<br />

Strand Unit: Materials and Change<br />

• Explore the effects of water on a variety of materials.<br />

• Observe and describe materials when they are wet and when they are dry.<br />

• Identify some materials that are waterproof.<br />

SKILLS DEVELOPMENT/WORKING SCIENTIFICALLY<br />

• Questioning<br />

• Observing<br />

• Predicting<br />

• Investigating and experimenting<br />

• Estimating and measuring<br />

• Analysing<br />

• Recording and communicating<br />

DESIGNING AND MAKING<br />

• Exploring<br />

• Planning<br />

• Making<br />

• Evaluating<br />

Viewing sample<br />

98 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

<strong>STEM</strong> Project<br />

1. Introduce the project<br />

• Read the problem on page 100 to pupils.<br />

• Watch the first minute of an online video<br />

at . This<br />

video clip shows children racing toy<br />

sailboats that they have created across a<br />

pool.<br />

• As a class, ask pupils to close their eyes<br />

and think about these questions: How do<br />

sailboats move? What parts do sailboats<br />

have that help them to move? What type of<br />

materials are used to make each part?<br />

• Read the task and the important<br />

information on page 100 to pupils.<br />

Note: Keep the design brief on display<br />

on the interactive whiteboard or print an<br />

A3 copy and put it on display for pupils to<br />

refer to.<br />

2. Find out information<br />

• Provide time for pupils to find out<br />

information about materials and sailboats.<br />

• Watch a video about the parts of a sailboat<br />

at . Note:<br />

This explains many different parts of a<br />

sailboat. Pupils will only need to create a<br />

hull, a deck, a mast, two sails and ropes for<br />

rigging. Use pages 102 or 103 to revise<br />

where these five parts of the sailboat are.<br />

• Provide a selection of non-fiction and<br />

fiction texts about materials and sailboats<br />

for pupils to look at, ensuring that only<br />

factual information is transferred.<br />

• Review posters, photographs and activities<br />

completed throughout the lessons to<br />

revise the properties of materials and<br />

the objects different materials are used<br />

for. Then play an interactive game to test<br />

if materials are bendy or waterproof at<br />

.<br />

Teacher Notes<br />

<strong>STEM</strong> Project:<br />

Design and create a sailboat with parts made from different materials that suit the part’s<br />

purpose. Take digital photographs of the sailboat before, during and after the floating<br />

challenge to test its effectiveness.<br />

Estimated duration: 4 weeks<br />

3. Design, plan and manage resources<br />

• Using page 104, pupils plan their sailboat<br />

and draw a diagram of it, labelling<br />

the five parts of the sailboat that need<br />

to be included—hull, deck, mast, sails<br />

and rigging. Pupils then decide which<br />

materials will be used to make each part<br />

and record them on page 104. Pupils<br />

will need to be reminded to think of the<br />

properties of each material.<br />

• Pupils collect the materials necessary.<br />

Remind pupils about resource<br />

management, conserving resources and<br />

ensuring that resources are shared.<br />

4. Create<br />

• Pupils make each part of the sailboat with<br />

the planned materials.<br />

• Pupils create their sailboat, then place five<br />

marbles in it and take a photograph of it.<br />

5. Evaluate and refine<br />

• Pupils place their sailboat in a water trolley<br />

for one minute and take a photograph of it.<br />

• Pupils take their sailboat out of the water<br />

and take another photograph of it.<br />

6. Communicate<br />

• Pupils discuss their sailboat with another<br />

pair. Pupils should show their sailboat,<br />

the photographs before, during and after<br />

the floating challenge and tell the other<br />

pair about their sailboat's features, the<br />

materials each feature was made from and<br />

its success.<br />

• Pupils complete the self-assessment<br />

on page 105 to assess how well they<br />

participated and cooperated with each<br />

other.<br />

Viewing sample<br />

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<strong>STEM</strong> Project<br />

The problem<br />

Lauren and Eric desperately want to join the<br />

local sailing club but they are too young. The man<br />

at the sailing club has invited Lauren and Eric to enter<br />

a model sailboat competition that is being<br />

held at the lake at the weekend. They are both<br />

very excited about entering the competition<br />

and are keen to build their sailboat.<br />

What materials should Lauren and Eric’s sailboat<br />

be made out of to help it stay upright and afloat while<br />

it sails in the wind?<br />

The task<br />

• Design and create a model sailboat that<br />

Lauren and Eric could use in their competition,<br />

choosing materials for each part based on the<br />

material’s properties.<br />

• Take digital photographs of the sailboat before,<br />

during and after the floating challenge to test the<br />

effectiveness of the materials chosen for each part.<br />

Important things you need to do!<br />

• You must work in pairs.<br />

• Your sailboat must have<br />

one hull, one deck, one<br />

mast, two sails and<br />

rigging to hold the<br />

sails in place.<br />

Project Brief<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

• You must explain why you chose<br />

each material for each part, based<br />

on its properties.<br />

Viewing sample<br />

• Your sailboat must be able to hold<br />

five marbles.<br />

• You must use a<br />

different type of<br />

material for each<br />

part of the sailboat.<br />

• You must take a digital photograph<br />

of the sailboat before, during and<br />

after the floating challenge.<br />

100<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

<strong>STEM</strong> Project<br />

Project Steps<br />

Find out information<br />

Learn about the parts of a sailboat.<br />

Watch a video about the parts of a sailboat.<br />

Read books about sailboats.<br />

Look at a labelled diagram of a sailboat.<br />

Think about the properties of materials.<br />

Explore lots of different objects and test their properties.<br />

Read books about materials and their properties.<br />

Play an interactive game to test if objects are bendy/waterproof.<br />

Design, plan and collect resources<br />

Plan your sailboat.<br />

Draw a picture of your sailboat and label the parts.<br />

Draw/write the materials you need for each part.<br />

Collect the materials you need.<br />

Create<br />

Create your sailboat.<br />

Make each part of the sailboat with the planned materials.<br />

Make the sailboat and place five marbles inside it.<br />

Check and make changes<br />

Check that it is correct and you are happy with it.<br />

Viewing sample<br />

Check that all the important things on page 100 were done.<br />

Check that both partners are happy with it.<br />

Communicate<br />

Tell another group about your sailboat.<br />

Show photographs and the model sailboat to another group.<br />

Tell the other group about the materials used to make it.<br />

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Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH 101


<strong>STEM</strong> Project<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Sailboat Diagram – 1<br />

mast<br />

deck<br />

sail<br />

rigging<br />

Viewing sample<br />

sail<br />

hull<br />

102<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

<strong>STEM</strong> Project<br />

Sailboat Diagram – 2<br />

_____________<br />

_______________<br />

__________<br />

__________<br />

__________<br />

Viewing sample<br />

__________<br />

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Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH 103


<strong>STEM</strong> Project<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

1. Draw a picture of your sailboat and label the parts.<br />

2. Write the materials you will use for each part of the sailboat.<br />

hull<br />

deck<br />

mast<br />

Viewing sample<br />

sails<br />

rigging<br />

104<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

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Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

<strong>STEM</strong> Project<br />

Self- assessment<br />

Pupil name:<br />

Date:<br />

<strong>STEM</strong> Project: Make a Sailboat that can Float<br />

I listened to my partner.<br />

I gave ideas.<br />

I helped to find out information.<br />

I helped collect materials.<br />

I helped make the plan.<br />

I helped make the design.<br />

The project was: easy hard<br />

I liked …<br />

Viewing sample<br />

.<br />

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Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH 105


<strong>STEM</strong> Project<br />

Materials<br />

MATERIALS HAVE <strong>PR</strong>OPERTIES<br />

Group Assessment Rubric<br />

Group members:<br />

CRITERIA<br />

Project task:<br />

Design and create a sailboat with parts made from different materials that suit the part’s<br />

purpose. Take digital photographs of the sailboat before, during and after the floating<br />

challenge to test its effectiveness.<br />

<strong>Science</strong> knowledge<br />

Create a sailboat that is able to float and that has parts made from different materials<br />

which suit that part’s purpose.<br />

<strong>Science</strong> skills<br />

Creates a labelled diagram of the sailboat and lists the materials that will be used<br />

for each part.<br />

Plans, conducts and evaluates an investigation to explore the properties of the materials<br />

used for each part.<br />

Communicates science understanding correctly, clearly and concisely to another pair.<br />

Technology/Engineering skills<br />

Plans and designs a sailboat that can float.<br />

Investigates and uses different types of materials to suit each part of the sailboat, based<br />

on the material's properties.<br />

Creates a sailboat using materials and tools safely.<br />

Takes three photographs using a digital camera to show the sailboat before, during and<br />

after the floating challenge.<br />

Mathematics<br />

Counts the number of parts and materials correctly using one-to-one correspondence.<br />

Sequences three digital photographs of the sailboat in order.<br />

Group skills<br />

1 = Below expectation<br />

2 = Meeting expectation<br />

3 = Above expectation<br />

Viewing sample<br />

All group members contributed fairly and appropriately.<br />

All group members collaborated and communicated effectively.<br />

Group members were able to resolve conflicts independently.<br />

106<br />

<strong>Science</strong>:<br />

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weather<br />

hot<br />

warm<br />

cool<br />

cold<br />

Earth and the<br />

Environment<br />

DAILY AND SEASONAL CHANGES<br />

Keywords<br />

windy<br />

snowy<br />

cloudy<br />

stormy<br />

thunder<br />

summer<br />

autumn<br />

winter<br />

Viewing sample<br />

spring<br />

seasonal change<br />

freezing cold<br />

sunny<br />

rainy<br />

lightning<br />

season<br />

hibernation<br />

migration<br />

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Unit Overview<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Daily and seasonal changes in our environment affect everyday life.<br />

Pages<br />

Lesson 1<br />

What is weather?<br />

Pupils engage in a school walk to observe the day's weather.<br />

Pupils explore the types of weather and how to identify each<br />

type of weather by looking at environmental clues. Pupils match<br />

weather words to images to familiarise themselves with different<br />

types of weather.<br />

110-113<br />

Lesson 2<br />

How does weather<br />

affect our daily<br />

lives?<br />

Lesson 3<br />

What are seasons?<br />

What is the weather<br />

like in each season?<br />

Lesson 4<br />

How do seasons<br />

affect our daily<br />

lives?<br />

Lesson 5<br />

How do seasonal<br />

changes affect<br />

plants and animals?<br />

Lesson 6<br />

What special events<br />

happen in the<br />

different seasons?<br />

Summative<br />

Assessment<br />

Pupils explore how weather affects our daily lives. They<br />

participate in an interactive game and view a video of children<br />

enjoying different types of weather. They then identify how we<br />

alter our clothing, the activities we do and the places we visit<br />

depending on the type of weather.<br />

Pupils participate in an interactive activity to describe the weather<br />

in each of four scenes. Pupils then predict which season they<br />

think each image relates to. Pupils work as a group to predict the<br />

types of weather found in each season and compare these to<br />

information provided by an online video.<br />

Pupils explore how seasons affect our daily lives. They watch<br />

online videos of each season, pausing to think about and record<br />

the clothing worn, the activities conducted and the places visited<br />

in each season. Pupils draw images or write words to show how<br />

we alter our clothing, the activities we do and the places we visit<br />

depending on the type of weather.<br />

Pupils participate in an interactive activity to describe the plants<br />

and animals in each season before predicting how each plant and<br />

animal changes with each new season. Pupils briefly explore how<br />

animals avoid winter when food sources are scarce, through a<br />

simple introduction to hibernation and migration.<br />

Pupils create their own simple calendar based on the seasons.<br />

They add their birthday and other festivals and celebrations that<br />

are personal to them and their family. To consolidate learning<br />

from previous lessons, they also add other features of the seasons<br />

to decorate their calendar. Pupils have the opportunity to share<br />

their calendar with the rest of the class.<br />

Viewing sample<br />

Pupils explain their knowledge of weather and seasons. They<br />

explain how the weather in each season affects how we alter our<br />

clothing, the activities we do and the places we visit.<br />

114-117<br />

118-121<br />

122-125<br />

126-129<br />

130-133<br />

134–136<br />

<strong>STEM</strong> Project<br />

Make a Display<br />

showing the<br />

Seasons<br />

Pupils create a display to show the weather and seasons of<br />

Ireland and how each season affects our daily lives, including<br />

the clothing we wear, the activities we do and the places we visit.<br />

Pupils then create a video of the display to explain how each<br />

season affects our daily lives.<br />

137-146<br />

108 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

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Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Unit Overview<br />

Curriculum Scope and Sequence Chart<br />

Lesson 1<br />

Lesson 2<br />

Lesson 3<br />

Lesson 4<br />

Lesson 5<br />

Lesson 6<br />

Strand: Environmental Awareness and Care – Strand Unit: Caring for my Locality<br />

• Observe, discuss and appreciate the attributes of the local environment.<br />

Cross-curricular Learning: Geography: Strand: Natural Environments – Strand Unit: Weather<br />

• Observe and discuss a variety of weather conditions using simple vocabulary.<br />

Strand: Environmental Awareness and Care – Strand Unit: Caring for my Locality<br />

• Observe, discuss and appreciate the attributes of the local environment.<br />

Cross-curricular Learning: Geography: Strand: Natural Environments – Strand Unit: Weather<br />

• Observe and discuss a variety of weather conditions using simple vocabulary.<br />

• Become aware of some of the effects of different weather conditions on human,<br />

animal and plant life in the local environment.<br />

• Discuss the suitability of different kinds of clothes for different weather conditions.<br />

Strand: Environmental Awareness and Care – Strand Unit: Caring for my Locality<br />

• Observe, discuss and appreciate the attributes of the local environment.<br />

Cross-curricular Learning: Geography: Strand: Natural Environments – Strand Unit: Weather<br />

• Observe and discuss a variety of weather conditions using simple vocabulary.<br />

• Recognise that some weather patterns are associated with seasonal change and<br />

distinguish between summer and winter.<br />

Strand: Environmental Awareness and Care – Strand Unit: Caring for my Locality<br />

• Observe, discuss and appreciate the attributes of the local environment.<br />

Cross-curricular Learning: Geography: Strand: Natural Environments – Strand Unit: Weather<br />

• Observe and discuss a variety of weather conditions using simple vocabulary.<br />

• Discuss the suitability of different kinds of clothes for different weather conditions.<br />

• Recognise that some weather patterns are associated with seasonal change and<br />

distinguish between summer and winter.<br />

Strand: Environmental Awareness and Care – Strand Unit: Caring for my Locality<br />

• Identify, discuss and appreciate the natural and human features of the local environment.<br />

Strand: Living Things – Strand Unit: Plants and Animals<br />

• Become aware that animals and plants undergo seasonal change in appearance or<br />

behaviour.<br />

Cross-curricular Learning: Geography: Strand: Natural Environments – Strand Unit: Weather<br />

• Recognise that some weather patterns are associated with seasonal change and<br />

distinguish between summer and winter.<br />

Viewing sample<br />

Strand: Environmental Awareness and Care – Strand Unit: Caring for my Locality<br />

• Identify, discuss and appreciate the natural and human features of the local environment.<br />

Cross-curricular Learning: Mathematics: Strand: Measures – Strand Unit: Time<br />

• Develop an understanding of the concept of time through the use of appropriate<br />

vocabulary (significant events, festivals, holidays).<br />

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Lesson 1<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What is weather?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Observing<br />

• Analysing<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils observe different features in the sky and landscape as<br />

well as the temperature and wind to predict the weather for<br />

the day.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing digital texts, including online songs and videos.<br />

• Using tools safely when cutting out puzzle pieces.<br />

• Identifying the 2-D shape made by the connecting puzzle<br />

pieces (optional).<br />

Background Information<br />

• Weather is defined as ‘the state of the atmosphere with<br />

respect to wind, temperature, cloudiness, moisture,<br />

pressure etc.’ In this unit, weather will relate to sun,<br />

wind, rain, cloud, snow, storms, lightning, thunder and<br />

temperature.<br />

• Determining the type of weather requires observation<br />

of the sky and the landscape, and may require specific<br />

measuring devices such as thermometers.<br />

• Prompting questions for observing different weather<br />

types:<br />

– Sunny—Is the sun shining? Is the sun covered by clouds?<br />

Is the weather warm or cool?<br />

– Cloudy/Partly cloudy—Are there clouds in the sky? If so,<br />

how many? Do the clouds look white and fluffy or dark<br />

grey? Is the weather warm or cool?<br />

– Windy—Are the leaves on trees moving? Is your hair<br />

blowing in the wind? Is the weather warm or cool?<br />

– Rainy—Is the ground and other things wet? Can you see<br />

water droplets falling from the clouds? Is the weather<br />

warm or cool?<br />

– Stormy—Are the clouds dark grey? Is it raining? Can you<br />

see lightning? Can you hear thunder? Is the weather<br />

warm or cool?<br />

Assessment Focus:<br />

• Use the brainstorm in the<br />

Introduction to assess the<br />

pupil's prior knowledge of<br />

weather.<br />

• Monitor the pupil's responses to<br />

the questions in the Reflection<br />

to assess their understanding of<br />

different types of weather.<br />

Resources<br />

• A large piece of paper<br />

with the question What<br />

is weather? written in the<br />

centre<br />

• Digital cameras (optional)<br />

• Online video—Check<br />

Out the Weather Song<br />

at <br />

• One copy of page 112 for<br />

each pupil<br />

• Online video—Types of<br />

Weather at <br />

• A mini whiteboard for<br />

each pupil<br />

Viewing sample<br />

110 <strong>Science</strong>:<br />

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Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Lesson 1<br />

Lesson Plan<br />

Introduction:<br />

1. Write the question What is weather? on a large piece of paper and read it aloud to the class.<br />

Allow 30 seconds of silence for pupils to think about all the different aspects of weather. Conduct a<br />

brainstorm with the pupils to identify their ideas and write them on the page.<br />

Development:<br />

2. As a class, walk outside and observe the day's weather. What things are in the sky? Are the trees<br />

moving? Is it wet or dry outside? Is it hot or cold? Using a think-pair-share, pupils discuss the<br />

question How would you describe the weather today? Select pairs to share their ideas with the<br />

class. Pupils may be encouraged to take a digital photograph of the weather each day to create a<br />

weather chart.<br />

3. Listen to the song Check Out the Weather at . Pause the song at<br />

2.42 as the rest of the song discusses advanced weather concepts.<br />

4. Provide each pupil with a copy of page 112. Pupils cut out the puzzle pieces and match the weather<br />

words to the weather pictures. Note: These can be left as puzzle pieces for future practice or glued<br />

in matching pairs onto a piece of coloured paper or into a science book. Pupils may be encouraged<br />

to name the 2-D shape made by the connecting puzzle pieces to check their answers.<br />

Differentiation<br />

• Less able pupils may be assisted to read the weather words on page 112 by providing them with<br />

beginning sounds in each word. This will help them match the weather jigsaw puzzle pieces.<br />

• More able pupils may be encouraged to create more puzzle pieces by providing them with a<br />

blank copy of the puzzle pieces on page 113. Pupils draw an image on one piece and write the<br />

word on another to add different types of weather to the puzzle, such as foggy, partly cloudy or<br />

hail.<br />

5. Watch the video Types of Weather at . This video explains each type of<br />

weather in a simple, concise way.<br />

Reflection:<br />

6. Give each pupil a mini whiteboard and a whiteboard marker. As a class, conduct a quiz to assess<br />

pupils' understanding. When a question is asked, pupils respond to the question by drawing an<br />

image or writing a word on their mini whiteboard. Questions may include: What is the weather like<br />

today? What was the weather like yesterday? If I am hot and sweaty, what might the weather be like?<br />

If I am cold and shivering, what might the weather be like? If my hair is blowing into my face, what<br />

might the weather be like? Note: Lesson 2 will explore how weather affects our daily lives, including<br />

clothing, activities and places we visit.<br />

Viewing sample<br />

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111


Lesson 1<br />

Weather Jigsaw Puzzles – 1<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

sunny<br />

rainy<br />

windy<br />

snowy<br />

Viewing sample<br />

cloudy<br />

stormy<br />

112 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

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Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Weather Jigsaw Puzzles – 2<br />

Lesson 1<br />

Viewing sample<br />

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113


Lesson 2<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

How does weather affect our daily lives?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Investigating and experimenting<br />

• Analysing<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils identify how the weather affects our daily lives,<br />

including the clothing we wear, the activities we do and<br />

the places we go.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing digital texts, including online songs and videos.<br />

• Participating in an online interactive activity to explore<br />

different weather conditions.<br />

• Taking digital photographs of themselves at home or at<br />

school in different weather conditions to add to a class blog<br />

about weather (optional).<br />

Background Information<br />

• As humans, weather affects our clothing, our activities<br />

and the places we visit. It also impacts how we protect<br />

ourselves against extreme conditions, such as wearing<br />

sunscreen in the sun and securing items in strong winds.<br />

• Sunny weather typically generates images of people<br />

wearing light clothing such as shorts, T-shirts and<br />

dresses, with sandals. You may see people playing sport<br />

in the park or building sandcastles at the beach. People<br />

may also enjoy spending time outdoors visiting zoos and<br />

playgrounds, and having barbecues.<br />

• Rainy or stormy weather typically generates images of<br />

people wearing warm, thick clothing such as tracksuit<br />

trousers, jeans, warm jackets, scarves, gloves, closedin<br />

shoes and raincoats, and carrying umbrellas. You<br />

may see people jumping in puddles or staying indoors<br />

watching films and playing games. People often visit<br />

shopping centres and cinemas when it is wet outside.<br />

• Windy weather typically generates images of people<br />

wearing warm, wind-proof jackets, trousers and scarves.<br />

You may see people flying kites. People often visit indoor<br />

places when it is very windy.<br />

Assessment Focus:<br />

• Use page 117 to assess the<br />

pupil's understanding of how<br />

the weather affects the clothing<br />

we wear, the activities we do<br />

and the places we visit.<br />

Resources<br />

• Online interactive game—<br />

Thing 1 and Thing 2’s<br />

Weather Transformer at<br />

<br />

• Online video—Sesame<br />

Street—Weather at <br />

• A digital copy of page 116<br />

for display on the<br />

interactive whiteboard<br />

• A copy of page 117 for<br />

each pupil<br />

• Digital cameras (optional)<br />

Viewing sample<br />

114 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Lesson 2<br />

Lesson Plan<br />

Introduction:<br />

1. Play the interactive game Thing 1 and Thing 2’s Weather Transformer at . Listen to the introduction and the instructions for the game and select pupils to<br />

participate in placing things in the scene. Choose one weather condition to begin. After observing<br />

the living and non-living things in the scene, pupils use a think-pair-share to describe what they<br />

might see or feel in each weather type. Discuss the types of clothing worn in each weather type<br />

and signs showing that it’s hot or cold (panting or shivering). What activities might you do in each<br />

weather?<br />

Development:<br />

2. Watch the video Sesame Street—Weather at . Discuss Elmo’s ideas<br />

about weather and identify the clothing worn, the activities conducted and the places they visited<br />

in each weather type.<br />

3. Display the poster on page 116 on the interactive whiteboard. Discuss each question in relation<br />

to different types of weather. What would you wear if it was raining? What would you wear if it was<br />

sunny? What activities would you do if it was windy outside? Where you you go if it was snowing?<br />

4. Give each pupil a copy of page 117. Pupils draw images to show what they would wear, what they<br />

would do and where they would go in each type of weather. Note: Leave the poster on page 116<br />

on display on the interactive whiteboard for pupils to refer to.<br />

Differentiation<br />

• Less able pupils may record a video explaining what they would wear, what they would do and<br />

where they would go in each type of weather, with prompting questions being provided by an<br />

adult or more able pupil.<br />

• More able pupils should be encouraged to write words or sentences to describe what they<br />

would wear, what they would do and where they would go for each weather type.<br />

• To incorporate more digital technologies, pupils may be asked to take digital photographs of<br />

themselves in different weather conditions at school and at home. Parents can be encouraged to<br />

email them to the teacher or add them to a class blog about weather.<br />

Reflection:<br />

5. Using a think-pair-share, pupils show their partner the images drawn on page 117 and use<br />

sentences to describe the information; for example, when it is raining, I wear my raincoat and<br />

wellington boots. I like to go to my friend's house and jump in puddles.<br />

Viewing sample<br />

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115


Lesson 2<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

What do you wear?<br />

What do you do?<br />

Where do you go?<br />

Viewing sample<br />

116 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

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Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Lesson 2<br />

Draw a picture to show what you wear, what you do and where<br />

you go in each type of weather.<br />

What do<br />

you wear?<br />

What do<br />

you do?<br />

Where do<br />

you go?<br />

sunny<br />

windy<br />

snowy<br />

stormyViewing sample<br />

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117


Lesson 3<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What are seasons? What is the weather like in each season?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Investigating and experimenting<br />

• Analysing<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils explore different types of weather in different seasons<br />

to predict which season they are currently experiencing.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing and extracting information from online videos.<br />

• Participating in an online interactive activity to explore<br />

different seasons.<br />

• Participating in a guided survey to create a tally of results.<br />

Background Information<br />

• A season is a division of the year when the weather,<br />

ecology and hours of daylight change.<br />

• In Ireland, we have four seasons. Spring (February,<br />

March and April), summer (May, June and July),<br />

autumn (August, September and October) and winter<br />

(November, December and January).<br />

• Summer is typically defined as a period of sunny weather<br />

with longer days and shorter nights. It is the hottest<br />

season.<br />

• Winter is typically defined as a period of rainy, stormy or<br />

snowy weather with shorter days and longer nights. It is<br />

the coldest season.<br />

• Autumn is a transitional season between summer and<br />

winter and typically includes a period of warm to cool<br />

weather, windy conditions and occasional rain.<br />

• Spring is a transitional season between winter and<br />

summer and typically includes a period of cool to warm<br />

weather, windy conditions and frequent rain.<br />

Assessment Focus:<br />

• Use page 121 to monitor the<br />

pupil's understanding of the<br />

types of weather found in each<br />

season.<br />

Resources<br />

• Online interactive game—<br />

Seasons at <br />

• Digital copy of page<br />

120 for display on the<br />

interactive whiteboard<br />

• A copy of page 121 for<br />

each group<br />

• Online video—Seasons,<br />

Weather and Clothes<br />

at <br />

Viewing sample<br />

118 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Lesson 3<br />

Lesson Plan<br />

Introduction:<br />

1. View the interactive game Seasons at . Discuss what the weather is<br />

like in each picture. Note: Do not tell the pupils which season each image refers to. Ask pupils to<br />

describe how they know what the weather is like in each image. What things can you see that give<br />

you clues about the weather?<br />

Development:<br />

2. Explain to the pupils that the images represent the four seasons—summer, autumn, winter and<br />

spring. Using a show of hands, ask pupils to vote for which season they think the first image is<br />

showing. When the vote is complete, select pupils to move the season word to the image that<br />

received the most votes to check if it was correct. Repeat this activity for the remaining images.<br />

3. Display page 120 on the interactive whiteboard to show symbols of different weather types.<br />

Encourage pupils to try reading the words next to each symbol and clarify any confusion. Note:<br />

Leave the poster on page 120 on display on the the interactive whiteboard for pupils to refer to.<br />

4. Divide the class into groups and give each group a copy of page 121. Pupils work together to<br />

predict the types of weather that may occur in each season. As a group, pupils draw images or<br />

write the words of each weather type into the section for each season. Pupils must ensure they<br />

check that the type of weather has not already been drawn/written in that section before adding it.<br />

Note: Completed copies of page 121 will be required for Lesson 4.<br />

Differentiation<br />

• Less able pupils may be grouped together and provided with books and images of each<br />

different season to help identify the types of weather in each season.<br />

• More able pupils should be encouraged to write words or sentences to describe the types of<br />

weather in each season.<br />

5. Watch the video Seasons, Weather and Clothes at . Pupils may be<br />

encouraged to place a small tick next to each type of weather they guessed correctly in each<br />

season.<br />

Reflection:<br />

6. In pairs, pupils take turns to answer the questions How do you know which season it is? What<br />

weather clues can you look for? Which season are we in now? and How do you know? Encourage<br />

pairs to share their ideas with the rest of the class.<br />

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119


Lesson 3<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Weather Symbols<br />

My Weather Chart<br />

Temperature<br />

hot<br />

warm<br />

cool<br />

cold<br />

freezing<br />

cold<br />

sunny<br />

partly<br />

sunny<br />

TODAY’S<br />

Weather<br />

cloudy<br />

windy<br />

Viewing sample<br />

rainy stormy snowy<br />

120 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Lesson 3<br />

Weather and Seasons<br />

summer<br />

autumn<br />

What is the<br />

weather<br />

like in each<br />

season?<br />

spring<br />

winter<br />

Viewing sample<br />

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121


Lesson 4<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

How do seasons affect our daily lives?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Investigating and experimenting<br />

• Analysing (sorting and classifying)<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils identify how seasonal changes affect our daily lives,<br />

including the clothing we wear, the activities we do and the<br />

places we go.<br />

Technology/Engineering/Mathematics Link:<br />

• Viewing and extracting information from online videos.<br />

Background Information<br />

• In Ireland, we have four seasons. Spring (February,<br />

March and April), summer (May, June and July),<br />

autumn (August, September and October) and winter<br />

(November, December and January).<br />

• Seasonal trends in clothing can be seen in clothing<br />

shops. Summer clothing is designed to keep you cool in<br />

the hot weather. Autumn clothing is designed to keep<br />

you warm in the cooler, windy weather. Winter clothing<br />

is designed to keep you warm in the stormy or snowy<br />

weather. Spring clothing is designed to keep you warm<br />

in the cooler, rainy weather.<br />

• Seasonal activities vary depending on interests and<br />

specific daily weather but generally include building<br />

sandcastles at the beach in summer, building snowmen<br />

in snowy winters, jumping in puddles in rainy winters,<br />

flying kites in autumn and gardening in spring.<br />

• The places we visit during each season also vary<br />

depending on interests and specific daily weather but<br />

generally include visiting outdoor places such as the zoo,<br />

the park or the beach in summer, autumn and spring,<br />

and visiting indoor places such as shopping centres,<br />

cinemas and friends' houses in winter and on rainy days<br />

in spring and autumn.<br />

Assessment Focus:<br />

• Use the groups' posters<br />

to monitor the pupils'<br />

understanding of how we<br />

change our clothing, activities<br />

and the places we visit<br />

depending on the season.<br />

Resources<br />

• Completed copies of<br />

page 121 from Lesson 3<br />

• Four A3 copies of page 125<br />

• Online video—Autumn/<br />

Fall at <br />

• Online video—Summer<br />

Season at <br />

• Online video—Springtime<br />

at <br />

• Online video—Winter<br />

at <br />

• A selection of objects,<br />

images and books for<br />

each season. A list of<br />

suggestions has been<br />

provided on page 124<br />

(optional).<br />

Viewing sample<br />

122 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Lesson 4<br />

Lesson Plan<br />

Introduction:<br />

1. As a class, view pupils' completed copies of page 121 from Lesson 3. Using a think-pair-share,<br />

pupils discuss the questions What is the weather like in each season and What do you think you<br />

would see, feel and do in each season?<br />

Development:<br />

2. Pupils view the video Autumn/Fall at . Discuss what autumn is like in<br />

relation to the weather, the clothing worn, the activities conducted and the places people visited.<br />

Alternatively, display a selection of objects, books and/or images related to autumn. Suggestions<br />

have been provided on page 124.<br />

3. Divide the class into four groups and give each group an enlarged copy of page 125. Pupils draw/<br />

write as many autumn-related clothes, activities and places as possible in the section entitled<br />

'autumn'. Pupils should be encouraged to check that the image has not already been drawn in that<br />

section and encouraged to draw small images.<br />

4. After a few minutes, gather pupils and view the video Summer Season at . Discuss what summer is like in relation to the weather, the clothing worn, the activities<br />

conducted and the places people visit. Alternatively, display a selection of objects, books and/or<br />

images related to summer. Suggestions have been provided on page 124.<br />

5. Pupils return to their groups and draw/write as many summer-related clothes, activities and places<br />

as possible in the section entitled 'summer' on page 125. Remind pupils about not repeating<br />

images and sizing in the same section.<br />

6. After a few minutes, gather pupils and view the video Springtime at .<br />

Discuss what spring is like in relation to the weather, the clothing worn, the activities conducted<br />

and the places people visited. Alternatively, display a selection of objects, books and/or images<br />

related to spring. Suggestions have been provided on page 124.<br />

7. Pupils return to their groups and draw/write as many spring-related clothes, activities and places as<br />

possible in the section entitled 'spring' on page 125. Remind pupils about not repeating images<br />

and sizing in the same section.<br />

8. After a few minutes, gather pupils and view the video Winter at .<br />

Discuss what winter is like in relation to the weather, the clothing worn, the activities conducted<br />

and the places people visited. Alternatively, display a selection of objects, books and/or images<br />

related to winter. Suggestions have been provided on page 124.<br />

9. Pupils return to their groups and draw/write as many winter-related clothes, activities and places as<br />

possible in the section entitled 'winter' on page 125. Remind pupils about repeating images and<br />

sizing in the same section.<br />

Differentiation<br />

• Less able pupils may be grouped together and provided with tablet computers to view the<br />

videos multiple times. Pupils should be encouraged to rewatch the video without sound so it<br />

does not distract the other pupils.<br />

• More able pupils should be encouraged to write words or sentences to identify season-related<br />

clothing, activities and places.<br />

Viewing sample<br />

Reflection:<br />

10. Encourage groups to share their poster with another group and identify any differences in the<br />

group ideas. Display the posters around the classroom.<br />

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123


Lesson 4<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

S<strong>PR</strong>ING<br />

Concrete objects<br />

• Clothing—which may include<br />

long-sleeved shirts, dresses, cardigans,<br />

tops, closed-in shoes and light trousers.<br />

• Other objects—which may include baby<br />

animals (real or plush), spring-themed felt<br />

boards, a vase of flowers, gardening tools and<br />

an insect catcher.<br />

Images<br />

• Nature—which may include blossom trees,<br />

green leaf trees, flowers growing, birds in<br />

a nest, butterflies flying, baby animals and<br />

rainbows.<br />

• People—which may include children playing in<br />

the sunshine wearing long-sleeved clothing<br />

and trousers, people gardening or children<br />

collecting bugs.<br />

Books<br />

• Spring (Board book) by Gerda Muller<br />

• Everything Spring (Picture the Seasons)<br />

by Jill Esbaum<br />

• It's Spring by Linda Glaser<br />

AUTUMN<br />

Concrete objects<br />

• Clothing—which may include long-sleeved<br />

shirts, dresses, cardigans, denim jackets, tops,<br />

closed-in shoes and trousers.<br />

• Other objects—which may include a collection<br />

of red and brown coloured leaves, kites, a<br />

rake and a plush squirrel collecting nuts for<br />

the winter.<br />

Images<br />

• Nature—which may include leaves falling from<br />

trees, piles of leaves, deciduous trees and<br />

landscapes showing autumn colours.<br />

• People—which may include children flying<br />

kites wearing long-sleeved clothes and<br />

trousers, children jumping in piles of leaves<br />

and adults raking up leaves in the garden.<br />

Books<br />

• Autumn (Board book) by Gerda Muller<br />

• Awesome Autumn by Bruce Goldstone<br />

• Autumn is Here! by Heidi Pross Gray<br />

• I Know it's Autumn by Eileen Spinelli<br />

124 <strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Learning about Seasons<br />

SUMMER<br />

Concrete objects<br />

• Clothing—which may include<br />

swimsuits, hats, sunglasses,<br />

T-shirts, shorts, light dresses,<br />

sandals and flip flops.<br />

• Other objects—which may include sunscreen,<br />

beach towels, shells, picnic baskets, buckets,<br />

spades and summer fruit.<br />

Images<br />

• Nature—which may include the beach, the<br />

park, camping grounds, the lake/river and sea<br />

creatures at the beach (crabs).<br />

• People—which may include children<br />

swimming; people fishing, camping or<br />

snorkelling; families having a barbecue/<br />

picnic in the park; children playing summer<br />

sports (cricket); and people sitting near a fan/<br />

airconditioner.<br />

Books<br />

• Summer (Board book) by Gerda Muller<br />

• Your Senses at the Beach by Kimberly M<br />

Hutmacher<br />

• Summer by June Factor<br />

WINTER<br />

Concrete objects<br />

• Clothing—which may include<br />

scarves, beanies, wellington boots,<br />

gloves, thick socks, thick jackets, closed-in<br />

shoes and a raincoat.<br />

• Other objects—which may include warm<br />

blankets, umbrellas, a rain gauge, snowglobes<br />

and an empty tin of hot chocolate.<br />

Viewing sample<br />

Images<br />

• Nature—which may include ski slopes, thunder<br />

and lightning scenes, snow-covered houses<br />

and semi-flooded streets.<br />

• People—which may include children building<br />

snowmen, children splashing in puddles,<br />

people walking with umbrellas and people<br />

skiing down mountains.<br />

Books<br />

• Winter (Board book) by Gerda Muller<br />

• My Puddle Adventure (The Most Wonderful<br />

Time of the Year) by Ally Nathaniel<br />

• How do you Know it's Winter? by Ruth Owen<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Lesson 4<br />

spring<br />

summer<br />

autumn<br />

winter<br />

Viewing sample<br />

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125


Lesson 5<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

How do seasonal changes affect plants and animals?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Observing<br />

• Analysing<br />

• Recording and communicating<br />

<strong>Science</strong> Learning Outcome:<br />

• Pupils identify how seasonal changes affect plants and<br />

animals, including plant and animal reproduction in spring,<br />

trees bearing fruit in summer, animal hibernation and<br />

migration in winter and fruit harvesting in autumn.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing and extracting information from online videos.<br />

• Participating in an online interactive game.<br />

Background Information<br />

• Plants and animals sense changes in the environment<br />

from season to season.<br />

• In spring, as sunlight hours increase and frequent rain<br />

occurs, plants and animals reproduce. Flowers blossom<br />

on plants to allow for pollination. Animals begin courting<br />

rituals to find a mate and reproduce. Some animals will<br />

travel a long distance to find a mate.<br />

• Throughout summer, with the abundance of available<br />

food sources and sunlight, plants and animals are<br />

able to grow and mature. Some trees begin sprouting<br />

fruit/seeds and young animals begin to develop<br />

independence. It is also time for animals to begin storing<br />

food for winter.<br />

• In autumn, as sunlight hours decrease and temperatures<br />

become cooler, some trees shed their leaves to conserve<br />

energy for winter. Some animals continue storing food<br />

and others begin to migrate for the winter.<br />

• Winter is often a stage of dormancy as food sources<br />

become scarce. Plants will not produce leaves or fruit to<br />

conserve stored energy. Some animals may migrate to<br />

warmer places with more food or hibernate to conserve<br />

energy. Other animals may grow thicker fur to combat<br />

the cold.<br />

Assessment Focus:<br />

• View the pupil's completed<br />

copy of page 129 to assess their<br />

understanding of how animals<br />

cope with winter changes.<br />

• View the brainstorm conducted<br />

in Step 2 and Step 8 to assess<br />

the pupil's understanding of<br />

how seasonal changes affect<br />

plants and animals.<br />

Resources<br />

• Online interactive game—<br />

Sticks and the Seasons<br />

at <br />

• One A3 copy of page 128<br />

• Online video—Hibernation<br />

at <br />

• Online video—What is<br />

Migration? at <br />

• One copy of page 129 for<br />

each pupil<br />

Viewing sample<br />

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Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Lesson 5<br />

Lesson Plan<br />

Introduction:<br />

1. As a class, explore the interactive game Sticks and the Seasons at .<br />

Pupils predict which season they think is showing and then hover over or click on different parts of<br />

the scene to see what happens. Using a think-pair-share, pupils describe each plant and animal’s<br />

appearance and behaviours. Repeat this activity for all seasons.<br />

2. Display an enlarged copy of page 128. Brainstorm pupils' ideas about how each season affects<br />

plants and animals.<br />

Development:<br />

3. Using the interactive game Sticks and the Seasons, tell pupils to look carefully at the tree and the<br />

flowers to see how they change. Flick between the seasons again and hover over the tree and the<br />

garden bed, the flowers, the clouds and the small, yellow birds so pupils can see the changes.<br />

Reinforce that plants grow leaves and flowers begin to blossom during spring. Towards the end<br />

of spring and through summer, some trees begin to grow fruit. In autumn, the fruit from the tree is<br />

harvested (collected) and the trees begin to shed their leaves. In winter, some trees will appear like<br />

lifeless sticks until the sunshine returns in spring. Note: These are general seasonal changes among<br />

plants.<br />

4. Using the interactive game Sticks and the Seasons, tell pupils to look at the fish. Discuss how the<br />

fish’s environment changes with each season, including fishing in summer weather and frozen<br />

waters in winter.<br />

5. Discuss that some animals have special ways to cope with the cold, icy winters. Using the interactive<br />

game Sticks and the Seasons, look at the bird and the squirrel in each season. When does the bird<br />

lay eggs? When does the squirrel collect food? What is the squirrel doing during winter? Where did<br />

the birds go during winter?<br />

6. View the video Hibernation at . Pause the video at 1.23 as the rest of<br />

the video discusses more advanced concepts. Using page 129, pupils draw a picture of an animal<br />

hibernating.<br />

7. View the video What is Migration? at . Using page 129, pupils draw a<br />

picture of a group of animals migrating.<br />

Differentiation<br />

• Less able pupils may be grouped together and provided with tablet computers or books to view<br />

images of animals hibernating and migrating. Pupils should be encouraged to describe what<br />

each word means in their own words with a teacher scribing their explanation.<br />

• More able pupils should be encouraged to write a sentence underneath their images to explain<br />

what each word means in their own words.<br />

Viewing sample<br />

Reflection:<br />

8. Review the brainstorm conducted in Step 2. Read through pupils' initial ideas and add any other<br />

suggestions. Note: It may be useful to use a different colour for additional ideas to monitor pupils'<br />

learning. Using a think-pair-share, pupils answer the questions How do changes in the seasons<br />

affect plants? and How do changes in the seasons affect animals?<br />

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Lesson 5<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

spring<br />

autumn<br />

How do seasonal<br />

changes affect plants<br />

and animals?<br />

summer<br />

winter<br />

Viewing sample<br />

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Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Lesson 5<br />

Animals in Winter<br />

Draw a picture to show what each word means.<br />

What is hibernation?<br />

What is migration ?<br />

Viewing sample<br />

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Lesson 6<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Teacher Notes<br />

<strong>Science</strong> Inquiry Focus:<br />

What special events happen in the different seasons?<br />

Skills Development/Working Scientifically:<br />

• Questioning<br />

• Observing<br />

• Recording and communicating<br />

Scientific Learning Outcome:<br />

• Pupils identify different events and special occasions that<br />

happen during the year and are associated with the different<br />

seasons.<br />

Technology/Engineering/Mathematics Links:<br />

• Viewing online animation about festivals.<br />

• Participating and contributing to online searches about<br />

different festivals.<br />

Assessment Focus:<br />

• View the pupil’s completed copy<br />

of page 133 to identify their<br />

understanding of how different<br />

festivals and celebrations,<br />

including some personal to<br />

them, are celebrated during<br />

different seasons.<br />

Viewing sample<br />

Background Information<br />

• Events in children’s lives are linked to the seasons and<br />

the weather; for example, annual holidays are often<br />

taken during the summer time, Christmas is usually cold<br />

and everyone hopes for a ‘white Christmas’. Easter is in<br />

the spring time and is associated with new beginnings<br />

and new life. Many harvests are carried out in the early<br />

autumn, when the children are returning to school.<br />

• Each child will have different major events in their lives,<br />

some personal to them and some linked to their religious<br />

beliefs or the communities that they belong to.<br />

Resources<br />

• Online Video – Learn about<br />

Festivals < https://tinyurl.<br />

com/ybbq46ct ><br />

• Online images of religious<br />

festivals such as Christmas,<br />

Easter, Eid Al Fitr, Holi,<br />

Diwali<br />

• Online images of other<br />

festivals and celebrations<br />

such as harvest, St Patrick's<br />

Day, Halloween, New Year<br />

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Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Lesson 6<br />

Lesson Plan<br />

Introduction:<br />

1. Ask the pupils; In which month were they born? What season is their birthday? (It may be prudent to<br />

have a list of birthday months for the pupils in your class). As children give their answers, write their<br />

names on an enlarged version of page 132. Explain to them that this is a very simple calendar that<br />

shows the four seasons of the year.<br />

2. Give each pupil a copy of page 133 and ask them to draw a picture of themselves celebrating their<br />

birthday in the correct season. Ask them to leave enough space for other drawings to be added to<br />

the calendar.<br />

Development:<br />

3. Show the online video Learn about Festivals . Show it once to<br />

allow pupils to understand the theme behind the video. Play it again and stop the video after each<br />

‘festival’. Using a think-pair-share, pupils describe their experiences of the festival, what happens at<br />

the festival and the religion from which the festival comes from. Depending upon the community<br />

that your schools serves, answers will be very different and there may be some festivals that will<br />

need to be explored further with the pupils. (This can be achieved through whole class web<br />

searches on an interactive whiteboard).<br />

Ask the pupils whether they know which festivals occur in which seasons. Some are quite easy,<br />

such as Christmas in the winter. Some other festivals may need exploring further using whole<br />

class web searches on an interactive whiteboard. Add the names of the festivals to the enlarged<br />

calendar in the correct season.<br />

4. Ask the pupils to select some festivals that they have enjoyed and ask them to draw a picture that<br />

symbolises that festival in the correct season of the calendar. (Note some festivals, such as Eid<br />

change each year and so the exact season may need checking).<br />

Shrove Tuesday (Pancake Day) may be another celebration that pupils are aware of and may<br />

have experienced.<br />

5. Ask pupils about other festivals that they celebrate that are not religious; for example, Halloween.<br />

6. Consolidate learning from previous lessons by asking the children to include some other drawings<br />

on their calendar that are particular to the seasons. These could include:<br />

• Weather – sunshine in the summer, snow in the winter<br />

• What you wear<br />

• Where you go<br />

• What you do<br />

• Plants flowering in the spring and leaves dropping off trees in the autumn<br />

Differentiation<br />

• Less able pupils may work with adult support, prompting and discussing with pupils the<br />

different celebrations throughout their year. Adults may help pupils to decide which season to<br />

place them in and prompt them with some ideas from Stage 5.<br />

• More able pupils may add more detail and other celebrations and events from their life and<br />

their family.<br />

Viewing sample<br />

Reflection:<br />

7. Bring pupils together and invite them to share their calendars with the rest of the class and talk<br />

through some of the main events, celebrations and festivals that occur in their year.<br />

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Lesson 6<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Seasons of the Year<br />

summer<br />

autumn<br />

spring<br />

Viewing sample<br />

winter<br />

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Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Lesson 6<br />

Draw a picture to show what the weather is like in each season<br />

and what festivals people celebrate.<br />

Season Festivals What do you wear?<br />

Summer<br />

Autumn<br />

Winter<br />

Viewing sample<br />

Spring<br />

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Assessment<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Teacher Notes<br />

<strong>Science</strong> Knowledge<br />

Daily and seasonal changes in our environment affect everyday life.<br />

Indicators<br />

• Identifies the weather in each season.<br />

• Identifies how the weather in each season affects our clothing.<br />

• Identifies how the weather in each season affects the activities we do.<br />

• Identifies how the weather in each season affects the places we visit.<br />

Differentiation<br />

• Easier option—Page 135 requires pupils to draw a picture of themselves in each season, including<br />

the weather, a place they may visit, an activity they might do at that place and the clothing they<br />

may wear while doing this activity. The poster on page 116 may be displayed on the interactive<br />

whiteboard to prompt pupils' thoughts.<br />

• Harder option—Page 136 requires pupils to read the sentence starters and complete the sentences<br />

using a few words. Pupils then draw a picture depicting each season. The poster on page 116 may<br />

be displayed on the interactive whiteboard to prompt pupils' thoughts.<br />

Answers<br />

Page 135 and Page 136<br />

1. Teacher check—summer<br />

Answers may include:<br />

• Weather—sunny and sometimes<br />

partly cloudy<br />

• Places—visiting outdoor places such as<br />

the zoo, the park or the beach<br />

• Activities—building sandcastles, playing<br />

on play equipment, riding a bicycle<br />

or playing sport<br />

• Clothing—light clothing such as, T-shirts,<br />

dresses, shorts, hats, flip flops, sandals or<br />

swimwear<br />

2. Teacher check—autumn<br />

Answers may include:<br />

• Weather—sunny, windy and rainy<br />

• Places—visiting outdoor and indoor places<br />

such as the zoo, the park, a shopping centre<br />

or a friend's house<br />

• Activities—flying kites, riding bicycles,<br />

cooking with freshly harvested food or<br />

jumping in puddles<br />

• Clothing—light but warm clothing such as<br />

long-sleeved shirts, cardigans, trousers or<br />

closed-in shoes<br />

3. Teacher check—winter<br />

Answers may include:<br />

• Weather—cloudy, rainy, stormy and snowy<br />

• Places—visiting outdoor and indoor places<br />

such as ski slopes, a cinema, a friend's<br />

house or a shopping centre<br />

• Activities—watching films, having play dates<br />

with friends, building snowmen, skiing,<br />

jumping in puddles and playing in the rain<br />

• Clothing—thick, warm clothing such as<br />

tracksuit trousers, scarves, beanies, gloves,<br />

thick socks, thick jackets, closed-in shoes or<br />

a raincoat<br />

4. Teacher check—spring<br />

Answers may include:<br />

• Weather—cloudy, rainy, sunny and windy<br />

• Places—visiting outdoor and indoor places<br />

such as the zoo, a farm, a shopping centre<br />

or a friend's house<br />

• Activities—catching insects, smelling newly<br />

blossomed flowers, patting young animals<br />

or having picnics<br />

• Clothing—light but warm clothing such as<br />

long-sleeved shirts, cardigans, trousers or<br />

closed-in shoes<br />

Viewing sample<br />

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Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Assessment<br />

Weather and Seasons – 1<br />

Draw a picture of yourself in each season. Draw the weather,<br />

a place you might visit, an activity you might do there and the<br />

clothing you might wear.<br />

1. summer 2. autumn<br />

3. winter 4. spring<br />

Viewing sample<br />

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Assessment<br />

Weather and Seasons – 2<br />

How does each season affect our daily lives?<br />

In summer, the weather is .<br />

I go to .<br />

I like to .<br />

I wear .<br />

In autumn, the weather is .<br />

I go to .<br />

I like to .<br />

I wear .<br />

In winter, the weather is .<br />

I go to .<br />

I like to .<br />

I wear .<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Viewing sample<br />

In spring, the weather is .<br />

I go to .<br />

I like to .<br />

I wear .<br />

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Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

<strong>STEM</strong> Project<br />

<strong>STEM</strong> Project Overview<br />

Make a Display showing the Seasons:<br />

Pupils work in pairs to design and create a display of each season—summer, autumn, winter<br />

and spring. The display must show how each season affects our daily lives, including the<br />

clothes we wear, the activities we do and the places we go. Pupils then create a video of their<br />

display, explaining how the weather in each season affects our daily lives.<br />

Concepts Overview:<br />

<strong>Science</strong><br />

• Apply knowledge of weather and seasons and how these affect our daily lives, including the<br />

clothes we wear, the activities we do and the places we go.<br />

Technology/Engineering<br />

• Apply the design process to plan, create and evaluate a display showing each season and<br />

how it affects our daily lives.<br />

• Select appropriate materials and apply safety procedures while creating.<br />

• Create a digital video of the completed display, explaining how the weather in each season<br />

affects our daily lives.<br />

Mathematics<br />

• Use indirect measurement to ensure the display for each season will be big enough to fit the<br />

paper dolls and that the paper doll can conduct the activities in each season during the video.<br />

Alternative Project Ideas:<br />

• As a class, design and create a weather station that can be used by young children to observe<br />

what season it is. Pupils research and create simple weather testing devices.<br />

Rain gauge <br />

Thermometer <br />

Viewing sample<br />

Windmill <br />

• In pairs, pupils investigate seasonal food in Ireland and food that is available all year round.<br />

Pupils design and create a pictorial menu for a given season. When complete, four pairs<br />

of pupils with different seasons should combine their menus to create a book. Set up a<br />

restaurant role-play area and place one menu book in the area for a couple of days before<br />

changing to a different menu.<br />

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<strong>STEM</strong> Project<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

<strong>STEM</strong> Project Curriculum Links<br />

STRAND: ENVIRONMENTAL AWARENESS AND CARE<br />

Strand Unit: Caring for my Locality<br />

• Observe, discuss and appreciate the attributes of the local environment.<br />

CROSS-CURRICULAR LEARNING: GEOGRAPHY<br />

Strand Unit: Weather<br />

• Observe and discuss a variety of weather conditions using simple vocabulary.<br />

• Become aware of some of the effects of different weather conditions on human, animal and<br />

plant life in the local environment.<br />

• Discuss the suitability of different kinds of clothes for different weather conditions.<br />

• Recognise that some weather patterns are associated with seasonal change and distinguish<br />

between summer and winter.<br />

SKILLS DEVELOPMENT/WORKING SCIENTIFICALLY<br />

• Questioning<br />

• Observing<br />

• Predicting<br />

• Investigating and experimenting<br />

• Estimating and measuring<br />

• Analysing<br />

• Recording and communicating<br />

DESIGNING AND MAKING<br />

• Exploring<br />

• Planning<br />

• Making<br />

• Evaluating<br />

Viewing sample<br />

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Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

<strong>STEM</strong> Project<br />

1. Introduce the project<br />

• Read the problem on page 140 to pupils.<br />

• Watch the online video Peppa Pig Pen<br />

Pal at .<br />

This video clip shows Peppa Pig being<br />

introduced to what a pen pal is and<br />

organising to write letters to a pen pal in<br />

France, who eventually visits Peppa Pig’s<br />

house.<br />

• As a class, discuss if any pupils have had<br />

a pen pal before or if they would be<br />

interested in having a pen pal.<br />

• Read the task and the important<br />

information on page 140 to pupils. Show<br />

pupils the cardboard paper doll templates<br />

and clothing on pages 142-144. Pupils<br />

will need to make sure their paper doll<br />

character can demonstrate the activities in<br />

each season’s display for the video.<br />

2. Find out information<br />

• Provide time for pupils to find out<br />

information about seasonal changes in<br />

their local area.<br />

——<br />

Place a copy of page 116 on the<br />

interactive whiteboard for pupils to<br />

refer to.<br />

——<br />

Provide a selection of non-fiction<br />

and fiction texts for pupils to look at,<br />

ensuring that only factual information is<br />

transferred.<br />

——<br />

Talk to people that live in the area<br />

about their favourite activities to do,<br />

places to go and clothes to wear in<br />

each season.<br />

Teacher Notes<br />

<strong>STEM</strong> Project:<br />

Create a display to show the weather and seasons of Ireland and how each season affects our<br />

daily lives, including the clothes we wear, the activities we do and the places we visit. Create a<br />

video of the display to explain how each season affects our daily lives.<br />

Estimated duration: 4 weeks<br />

3. Design, plan and manage resources<br />

• Pupils plan their display and create a<br />

diagram of it, labelling the seasons, the<br />

weather and things that can be seen in the<br />

environment. For each season's diagram,<br />

they should also draw/write the place that<br />

will be visited, the activities that will be<br />

done and the clothes that will be worn.<br />

• Pupils collect the materials necessary.<br />

Remind them about resource<br />

management, conserving resources and<br />

ensuring that resources are shared.<br />

4. Create<br />

• Pupils choose which materials they will<br />

use to make the features in each season’s<br />

display.<br />

• Pupils create their display according to<br />

their diagram.<br />

5. Evaluate and refine<br />

• Pupils evaluate their display to ensure that<br />

all the criteria on page 140 is included.<br />

• Pupils make any adjustments necessary to<br />

their designed product.<br />

6. Communicate<br />

• Pupils create a video of their display using<br />

a tablet computer application or a digital<br />

camera, explaining each season in Ireland<br />

and how it affects our daily lives.<br />

• Present the displays and the tablet<br />

computer videos around the classroom<br />

and conduct a gallery walk for pupils to<br />

view others' designs and videos.<br />

• Pupils complete the self-assessment<br />

of how well they participated and<br />

cooperated within the group.<br />

Viewing sample<br />

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<strong>STEM</strong> Project<br />

The problem<br />

Project Brief<br />

Louise and Joseph have made a new friend that lives<br />

abroad. She is a pen pal. Louise and Joseph write letters<br />

and emails to her about their favourite activities, the<br />

places they visit and what it is like to live in Ireland.<br />

Louise and Joseph want to give their pen pal a<br />

handmade gift to show her what it is like to live in<br />

Ireland. They hope that one day she will come and visit.<br />

How can Louise and Joseph show their pen pal what it<br />

is like to live in Ireland at different times of the year?<br />

Important things you need to do!<br />

• You must work in pairs.<br />

• You must make a tissue<br />

box display for each season.<br />

• It must include the types of weather<br />

that might be seen in each season.<br />

The task<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Hello!<br />

On this postcard is a picture<br />

of the Sydney Opera House. It<br />

is really close to our home and<br />

is one of our favourite tourist<br />

attractions to visit.<br />

From Louise and Joseph<br />

• Design and create a display that Louise<br />

and Joseph can send their pen pal to<br />

show the places they might visit, the<br />

activites they might do and the clothing<br />

they might wear for each season.<br />

• Create a video of the display, explaining<br />

what each season is like in Ireland.<br />

Viewing sample<br />

• It must include Joseph and the places<br />

he might visit, the activities he might<br />

do and the clothing he might wear for<br />

each season.<br />

• The video must include an explanation<br />

of each season, including how each<br />

season affects our daily lives.<br />

10¢<br />

140<br />

<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

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Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Project Steps<br />

<strong>STEM</strong> Project<br />

Find out information<br />

Learn about the weather and seasons in your local area.<br />

Talk to people that live in your area about weather/seasons.<br />

Read books about weather and seasons.<br />

Look at pictures and videos of weather in different seasons.<br />

Learn about how weather and seasons affect our daily lives.<br />

Look at the different clothes you wear in each season.<br />

Think about the activities that you do in each season.<br />

Think about the places that you visit in each season.<br />

Design, plan and collect resources<br />

Plan your display.<br />

Draw each season, including the weather and the environment.<br />

Draw/write how each season affects our daily lives, including<br />

the clothes we wear, the activities we do and the places we visit.<br />

Collect the materials you need.<br />

Create<br />

Create your display.<br />

Choose which materials to use for each part of the display.<br />

Make the display.<br />

Check and make changes<br />

Check that it is correct and you are happy with it.<br />

Viewing sample<br />

Check that all the important things on page 140 were done.<br />

Check that both partners are happy with it.<br />

Communication<br />

Use a tablet computer to record a video.<br />

Explain each season and how it affects our daily lives.<br />

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Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH 141


<strong>STEM</strong> Project<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

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<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

<strong>STEM</strong> Project<br />

Viewing sample<br />

www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 <strong>Science</strong>:<br />

Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH 143


<strong>STEM</strong> Project<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

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<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com


Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

<strong>STEM</strong> Project<br />

Self- assessment<br />

Pupil name:<br />

Date:<br />

<strong>STEM</strong> Project: Make a Display showing the Seasons<br />

I listened to others.<br />

I gave ideas.<br />

I helped to find out information.<br />

I helped collect materials.<br />

I helped make the plan.<br />

I helped make the design.<br />

The project was: easy hard<br />

Viewing sample<br />

I liked …<br />

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Infants A <strong>STEM</strong> AP<strong>PR</strong>OACH 145<br />

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<strong>STEM</strong> Project<br />

Earth and the Environment<br />

DAILY AND SEASONAL CHANGES<br />

Group Assessment Rubric<br />

Group members:<br />

CRITERIA<br />

Project task:<br />

Create a display to show the weather and seasons of Ireland and how each season affects<br />

our daily lives, including the clothes we wear, the activities we do and the places we visit.<br />

Create a video of the display to explain how each season affects our daily lives.<br />

<strong>Science</strong> knowledge<br />

Creates a display showing how the weather in each season affects the clothes we wear,<br />

the activities we do and the places we visit.<br />

<strong>Science</strong> skills<br />

Creates a labelled diagram of each season, including the weather and environment,<br />

the clothing we wear, the activities we do and the places we visit.<br />

Plans, conducts and evaluates an investigation to find out how seasons in their local<br />

area affect their daily lives.<br />

Communicates science understanding correctly, clearly and concisely using a digital video.<br />

Technology/Engineering skills<br />

Plans and designs a display of each season, including the weather and environment,<br />

the clothing we wear, the activities we do and the places we visit.<br />

Investigates and uses a range of materials to represent the features of each season.<br />

Creates a display of each season using materials and tools safely.<br />

Evaluates designed products to ensure they meet the criteria and makes any<br />

necessary changes.<br />

Plans and creates a digital video, using a tablet computer or digital camera, to explain<br />

how each season affects our daily lives.<br />

Mathematics<br />

Uses informal measurement to ensure the display for each season can fit the paper doll.<br />

Group skills<br />

All group members contributed fairly and appropriately.<br />

All group members collaborated and communicated effectively.<br />

Group members were able to resolve conflicts independently.<br />

1 = Below expectation<br />

2 = Meeting expectation<br />

3 = Above expectation<br />

Viewing sample<br />

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<strong>Science</strong>:<br />

A <strong>STEM</strong> AP<strong>PR</strong>OACH<br />

Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com

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